Abstract
Vignettes are instructional resources for experiential learning, which have been applied to train professionals in health sciences. Vignettes positively influence learning outcomes, learners’ perceptions, as well as ethical sensitivity in decision-making by promoting higher order thinking skills. At the University of Nairobi’s Department of Educational Communication and Technology, most instructors remain slow to embrace experiential learning and are inconsistent in applying vignettes in business ethics unit courses. This study examined the relationship between the use of vignettes and learners’ ethical sensitivity in decision-making at the Department. The article focuses on content of vignettes. Cross-sectional survey design guided the research process, and data were collected from 116 learners at the University of Nairobi in 2018. The study required quantitative data to assess learners’ perceptions on ethically sensitive issues, as well as qualitative data from interviews and focus group discussions. Results show vignettes derived from personal experiences, interviews and case studies were key influencers of learners’ ethical sensitivity in decision-making. The study concludes that the more learners appreciate the relationship between vignette content and ethical sensitivity in decision-making, the stronger the odds of making ethical decisions and vice versa. Inclusion of vignettes derived from the cited contents as an instructional approach is likely to improve the probability of learners making ethically sensitive decisions.
Highlights
Experiential learning refers to a unique set of instructional methods that can be deployed to develop the capacity of learners, using real life experiences
102 (87.9%) learners affirmed that the deployment of case study vignettes in business ethics lessons influenced their knowledge and ethical sensitivity in decision-making tendencies
This was followed by interview vignettes, which was affirmed by 96 (82.8%) learners; textbook extract vignettes, 91 (78.4%) learners; personal experiences, 90 (77.6%) learners; while story vignettes were cited by 74 (63.8%) learners
Summary
Experiential learning refers to a unique set of instructional methods that can be deployed to develop the capacity of learners, using real life experiences. Whereas classical instructional methods transmit abstract information, which most learners struggle to understand, experiential learning relies on practical experiences to enable learners to conceptualize new information, tandem with developing essential life skills [4] and ethical sensitivity, which are critical for decision-making at every decision point of the experiential learning cycle. This is possible because experiential learning methods create room for learners to think, reflect, share experiences and engage with peers and instructors, as well as apply newlyacquired skills to tackle similar challenges in their life [4, 41]. Learners’ perceptions about real life issues, as well as foster critical thinking, problem solving and ethical sensitivity in decision-making skills. [22] elucidate that vignettes create a vital linkage between learners’ life
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