Other Unpublished Work
Mining Digital Culture for Face-to-Face Learning Environments: Leveraging Crowdsourced Peer-to-Peer Assessment to Enhance the Case Method of Learning
Many marketing educators use the case method to help their students engender decision making skills. Rigorous class participation is essential to achieving learning objectives in case method learning. One challenge for case method instructors is the assessment of students' class participation, particularly in large classes. This article offers a solution that mines today's digital culture to enhance the assessment of learning and student-to-student interactions in face-to-face class sessions. I outline a technique used in an MBA core marketing course for crowd sourced peer-to-peer assessment of class participation during case discussions. I statistically evaluate how crowd sourced peer-to-peer assessment compares to students' self-assessment and to the instructor's assessment of class participation performance, based on five years of data across ten sections. I demonstrate that crowd sourced peer-to-peer assessment offers ratings that are highly correlated with instructor assessment, demonstrate strong inter-rater reliability, and yield a superior result compared to self-assessment. I show that crowd sourced peer-to-peer assessments are perceived as more fair and objective than instructor assessments and are better received and incorporated by students. Educators can leverage two tenets of digital culture: crowdsourcing and peer-to-peer sharing, to enhance the assessment of class participation during face-to-face case discussions.
Case method teaching;
Avery, Jill. "Mining Digital Culture for Face-to-Face Learning Environments: Leveraging Crowdsourced Peer-to-Peer Assessment to Enhance the Case Method of Learning." (invited for resubmission to the Journal for Advancement of Marketing Education.)