Active learning in strategic communication: combining collaborative, flipped and case-based approaches

Abstract

Purpose The significance of dialogic and participatory methods for effective learning has been widely recognized. The objective of this paper is to present three distinct pedagogical approaches – collaborative inquiry, the flipped classroom and case-based learning – and to evaluate their respective merits and limitations in teaching strategic communication. The intention is to address the specific needs of students pursuing a minor in communication, as well as those in programs where they may have limited exposure to communication units, as is often the case in business schools. Design/methodology/approach The paper presents a foundation, application and evaluation of the three pedagogical approaches and their combination. Findings The paper proposes recommendations for the implementation of three pedagogical approaches in the context of strategic communication and offers an evaluation of the benefits and challenges these approaches present for instructors and learners. The paper argues that pedagogical leadership is necessary to enhance the effectiveness of new pedagogical teaching modes. Practical implications The paper offers practical advice for instructors interested in using collaborative inquiry, flipped classroom or case-based teaching methods in strategic communication courses. Originality/value The paper presents pedagogical approaches that are applicable to the enhancement of students’ motivation, engagement and learning in strategic communication, organizational communication, or public relations study units.