The purpose of this study was to gain insight into how employing Case-based (CB) and Non-case-based (NCB) discussions facilitate high-level learning, and whether or not there is a relationship between students' learning outcomes. Findings revealed that students' perceived cognitive presence, learning and satisfaction were significantly higher in CB discussions than NCB discussions. Pearson moment-product correlation analysis found that students' perceived cognitive presence, learning, and satisfaction were associated more with discussion grades and final course grades in CB discussions than in NCB discussions. While perceived cognitive presence in exploration and integration phases showed a stronger association with perceived learning in CB discussions, triggering events and resolution phases showed a stronger association with perceived learning in NCB discussion.