Examining the impact of online case-based discussions on students’ cognitive presence, perceived learning and satisfaction

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Sadaf, A., & Kim, S. (2022). Examining the impact of online case-based discussions on students’ cognitive presence, perceived learning and satisfaction.
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Description

Case studies hold great potential for engaging students in disciplinary content and facilitating deep and meaningful approaches to learning. It is one of the promising approaches used to facilitate high-level learning in online courses. The importance of cognitive presence to generate high-level learning in online environments are well documented in literature. The concept of cognitive presence emerged from the Community of Inquiry (CoI) framework proposed by Garrison, Anderson, and Archer (2001) to guide the use of online learning environments in support of social constructivist approach to learning. However, little is known about online case-based discussions and their impact on cognitive presence and learning outcomes in online courses. Therefore, the purpose of this project is to implement case-based discussions in an online course and evaluate its impact on students’ cognitive presence and learning outcomes related to their grades, learning processes, and satisfaction. A quantitative research method will be used for the evaluation and a qualitative data will be used to strengthen the findings obtained from the quantitative data. The results of this study will enhance the quality of teaching and learning strategies used in the 100% Online Master’s Program courses in Instructional Systems Technology (IST) in the College of Education at UNC Charlotte. Additionally, guidelines to use case-based discussions to facilitate cognitive presence in online courses will be shared with UNC Charlotte community and with the larger audience who teach online courses through presentation and publication.

Details
Title

Examining the impact of online case-based discussions on students’ cognitive presence, perceived learning and satisfaction

Author(s)

Sadaf, Ayesha
Kim, Stella

UNC Charlotte Affiliate Type

Faculty

Publisher

UNC Charlotte, Center for Teaching and Learning

Extent

1 online resource

Date Created

2022

Material Type

Other
Presentation

Genre

presentations (communicative events)

Resource Type

text

Abstract

Case studies hold great potential for engaging students in disciplinary content and facilitating deep and meaningful approaches to learning. It is one of the promising approaches used to facilitate high-level learning in online courses. The importance of cognitive presence to generate high-level learning in online environments are well documented in literature. The concept of cognitive presence emerged from the Community of Inquiry (CoI) framework proposed by Garrison, Anderson, and Archer (2001) to guide the use of online learning environments in support of social constructivist approach to learning. However, little is known about online case-based discussions and their impact on cognitive presence and learning outcomes in online courses. Therefore, the purpose of this project is to implement case-based discussions in an online course and evaluate its impact on students’ cognitive presence and learning outcomes related to their grades, learning processes, and satisfaction. A quantitative research method will be used for the evaluation and a qualitative data will be used to strengthen the findings obtained from the quantitative data. The results of this study will enhance the quality of teaching and learning strategies used in the 100% Online Master’s Program courses in Instructional Systems Technology (IST) in the College of Education at UNC Charlotte. Additionally, guidelines to use case-based discussions to facilitate cognitive presence in online courses will be shared with UNC Charlotte community and with the larger audience who teach online courses through presentation and publication.

Subjects--Topics

Web-based instruction
Education, Higher

Language

English

Permalink

http://hdl.handle.net/20.500.13093/work:268

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