A Comparison of Cognitive Presence, Learning, Satisfaction, and Academic Performance in Case-Based and Non-Case-Based Online Discussions

Autor/inn/en	Sadaf, Ayesha; Kim, Stella Y.; Wang, Yi
Titel	A Comparison of Cognitive Presence, Learning, Satisfaction, and Academic Performance in Case-Based and Non-Case-Based Online Discussions
Quelle	In: American Journal of Distance Education, 35 (2021) 3, S.214-227 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sadaf, Ayesha) ORCID (Kim, Stella Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2021.1888667
Schlagwörter	Communities of Practice; Inquiry; Problem Solving; Learning Processes; Electronic Learning; Online Courses; Discussion (Teaching Technique); Student Satisfaction; Graduate Students; Academic Achievement; Case Method (Teaching Technique); Instructional Effectiveness; Instructional Design; Correlation; Grades (Scholastic); North Carolina (Charlotte) + Suchen Sie Ihr Suchwort? Community; Problemlösen; Learning process; Lernprozess; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulleistung; Case method; Fallmethode; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Korrelation; Notenspiegel
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01