Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Abstract

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

Designing gamification for case and project-based online learning: A study in higher education

“…Some of the advantages of this method are as follows: (1) Students develop connections between their knowledge and existing problems. (2) The provision of the opportunity to consider similar real-world problems (Koehler, Fiock, Janakiraman, Cheng, & Wang, 2020). (3) Development of critical thinking skills, teamwork and cultural awareness (Yadav, Bozic, Gretter, & Nauman, 2015).…”

Comparisons of Synchronous and Asynchronous Discussions in an Online Roleplaying Simulation to Teach Middle School Written Argumentation Skills

“…More study and theorization on this concept are certainly needed to understand how and why the higher degree of live discussion was observed to have a lesser effect than the mid-range live-discussion condition and the asynchronous-only condition. In terms of social presence, live interactions are thought of to be a "richer" learning experience but may not always be necessary to indicate the presence of other individuals and groups (Chen, Park, & Hand, 2016;Garrison, 2016;Koehler et al, 2020). In today's digital ecosystem, a high degree of live discussions may serve to be distracting for some individuals or demand a high level of cognitive load, which may actually counter the benefits of the learning activity.…”

“…Opportunities for social interaction can activate the interpersonal and transactive processes that are essential for learning and meaning-making processes, such as discussing and determining the meaning of phenomena and concepts, debating concepts, and encountering other points of view to refine one's own understanding (Kozan & Richardson, 2014). Toward this focus on social presence, it has been regularly observed that the expectation of the degree and timing of which participants will interact will often influence variations in the type of behaviors that are exhibited in learning environments (Chen, Park, & Hand, 2016;Coffin, Hewings, & North, 2012;Koehler et al, 2020).…”

Survey of case study users during pandemic shift to remote instruction

“…From these studies, we learn that learners who participate in online discussions perceive that it contributes to their learning (55). More specifically, although some learners value teamwork in the resolution of online cases and others do not, all look to the instructor for direction, instruction, and feedback (56). The role of the instructor for facilitating cases in the online environment cannot be understated; in fact, it is a finding that is consistently found across all studies.…”