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.

摘要

本研究的目的是深入了解采用基于案例 (CB) 和非基于案例 (NCB) 的讨论如何促进高级学习，以及学生的学习成果之间是否存在关系。调查结果显示，学生在 CB 讨论中的感知认知存在、学习和满意度显着高于 NCB 讨论。皮尔逊矩-积相关分析发现，与 NCB 讨论相比，CB 讨论中学生感知的认知存在、学习和满意度与讨论成绩和最终课程成绩的相关性更大。虽然在探索和整合阶段感知的认知存在与 CB 讨论中的感知学习有更强的关联，