Perceptions of Attitudinal Learning and Student Types in an Online Instructional Design Case-Based Learning Course

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Trends in Instructional Technology

Abstract

This mixed-methods study examines instructional design (ID) graduate students in an online, advanced ID CBL course and their perceptions of attitudinal learning regarding CBL. It seeks to understand differences in student perceptions, examining them based on student demographic, prior CBL experience, and identifying types of student profiles and why these types might exist. At the middle and end of the course, students were surveyed for perceptions of their attitudinal learning regarding CBL. A delayed post-survey questionnaire was sent out five months later to evaluate the prolonged impact on student learning. While students largely had positive perspectives of CBL, three classes of students were identified. Qualitative results provided additional detail on these classes of students and successful implementation of CBL online.

Authors

• William R. Watson, Purdue University

• Adrie A Koehler, Purdue University

• Sunnie Lee Watson, Purdue University

• Kyung Ha Oh