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

Abstract

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.