Examining the Impact of Online Case-Based Discussions on Students' Cognitive Presence, Perceived Learning, and Satisfaction

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Cognitive Processes and Development Within Instructional Technology

Abstract

This study examined the impact of case-based discussions on students’ cognitive presence, perceived learning and satisfaction in online courses. Forty-four online graduate students enrolled in an instructional design course participated in the study.
Data were collected through transcript analysis of online discussions, online survey, and students’ discussion and course grades. The findings revealed that case-based discussions tend to lead to high levels of cognitive presence–Triggering, integration, and resolution–than non-case-based discussion, except for exploration. In addition, students have higher level of perceived learning and satisfaction in case-based discussion than non-case-based discussions. Furthermore, higher scores of cognitive presences tend to be associated with higher final course grades.

Authors

• Ayesha Sadaf, University of North Carolina - Charlotte

• Stella Yun Kim, University of North Carolina - Charlotte

• Yi Wang, University of North Carolina - Charlotte