Online Case Discussion: Exploration Of Learning Performance,Learning Experience, And Influencing Factors

Case-Based Instruction(CBI)is an inquiry-based instructional theory based on constructivism,it has been considered as an effective method for promoting higher-order thinking abilities such as problem-solving,theory application,and reflection,and has been widely used in teaching and training.Information technology and online learning environment expand the scope of CBI implementation,bringing it both opportunities and challenges.Therefore,conducting in-depth research on online CBI has values in both theory and practice:it is necessary to examine the availability and validity of CBI in the online learning environment.Besides,the investigation could help the guidance of the further practice.Case discussion helps learners with knowledge construction by sharing the process of case inquiry,it has been considered as the key of successful case instructions.In the online learning environment,discussion is transferred to the forum,synchronous discussion turns into asynchronous format,the way students interact with peers and facilitator changes a lot.Therefore,the effect of case discussion and influencing factors in the online environment need to be thorough investigated.Although there were some empirical studies covered this research topic,most were limited in small-scale learners.There seems to be a lack of research addressing the effect of case discussion and influencing factors in a large-scale online learning environment.As a result,this research conducted a quasi-experiment investigating three groups of students' learning in the large-scale online CBI learning environment.The research contents include four aspects as following:First,examining the effect of large-scale case discussion.Through comparing the learning performance and learning experience of two groups of students in which only one group participated in online forum discussion,this research tended to examine and explore the effect of case discussion in the large-scale online learning environment.Second,comparing the effect of different scales of discussion group.Through exploring the difference between large-and small-discussion group in learning behaviors,learning performance,and learning experience,this study aimed to explore the effect of discussion group size in online CBI.Third,comparing students',characteristics,learning behaviors,learning performance,and learning experience among different group types.From the perspective of grouping-preference,this research aimed to explore the different learning in CBI between learners.Meanwhile,this study investigated the effect of grouping formation on learning performance.Last but not the least,exploring the potential influencing factors of learning performance in the large-scale online CBI learning environment.The study employed a mixed research method.On the one hand,this research selected and analyzed the influencing factors among student characteristics and learning behaviors from the learning analysis perspective;on the other hand,this research summarized the potential factors based on interview with the learners from qualitative perspective.Results revealed the following findings:(1)In the large-scale online CBI environment,online discussion could effectively promote learning performance and bring the similar learning experience as face-to-face discussion could.Moreover,online discussion provided learners with better perceived performance in higher order thinking development and higher self-control of the learning process.(2)The discussion group size played a role in the effect of CBI.Compared with students in large discussion group,learners in small discussion groups showed higher engagement and stronger purpose in professional knowledge learning.Moreover,small discussion group was more favorable for facilitators to play the roles of encouragement and guidance in the online CBI.(3)Learners from various group types showed difference in online CBI.Students in the groups with familiar relationship engaged more in case discussion,they also performed better than students with random teammates.(4)Learning behaviors,especially learning engagement and the participation in case discussion,rather than learner characteristics,are the main influencing factors of learning performance in online CBI.Five potential factors were summarized influencing the effect of online CBI from learners5 perspectives,including case affordance,facilitators' role,question prompt,participation in online discussion,and familiar relationship in discussion group.In summary,this study explored the effect and design of case discussion and the influencing factors of online CBI.The investigation could help promote understanding on both case-based instruction and online learning.Results of this research can be used for reference in further design and implementation of online CBI.