Student Perception of Case-Based Discussion Design in Fostering Cognitive Presence and Learning in Online Courses

• In Event: Building Communities in Online Learning

Abstract

This study investigated case-based instruction strategy to foster cognitive presence and high-level learning in online courses. Eighty graduate students enrolled in an online instructional design course participated in the study. Data were collected through online survey and course grades. The findings revealed that students reported high levels of cognitive presence related to both “integration” and “resolution” phases. Additionally, “exploration” phase yielded relatively a high correlation with students’ perceived learning from case discussions and was found to be significantly related to the course grade. Open-ended survey data resulted in descriptions of five design elements of case-based discussions including (1) nature of the discussion task, (2) initial question prompts, (3) embedded peer interaction, (4) relevance of topic, and (5) well-structured activities.

Authors

• Ayesha Sadaf, University of North Carolina - Charlotte

• Stella Yun Kim, University of North Carolina - Charlotte

• Larisa A. Olesova, University of Florida