ERIC Number: ED608574
Record Type: Non-Journal
Publication Date: 2019
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Examining the Impact of Online Case-Based Discussions on Students' Perceived Cognitive Presence, Learning and Satisfaction
Sadaf, Ayesha; Kim, Stella
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019)
This study examined the impact of case-based discussions on students perceived cognitive presence, learning and satisfaction in online courses. Forty-four online graduate students enrolled in an instructional design course completed an online survey. The quantitative data were analyzed using descriptive statistics and a paired-samples t-test. Qualitative data obtained from the open-ended survey responses were analyzed using constant comparative approach. The findings revealed that case-based discussions lead to high levels of cognitive presence--Triggering, integration, and resolution--than non-case-based discussion. In addition, students have a higher level of perceived satisfaction in case-based discussion than non-case-based discussions. [For the complete proceedings, see ED608557.]
Descriptors: Instructional Effectiveness, Case Method (Teaching Technique), Discussion (Teaching Technique), Student Satisfaction, Graduate Students, Online Courses, Learning Processes, Communities of Practice, Inquiry, Problem Based Learning, Vignettes, Synchronous Communication
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A