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Purpose The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. Design/methodology/approach In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM. Findings Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning. Research limitations/implications The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings. Practical implications The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy. Originality/value The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

The study described in this article aims to investigate the use of out-of-class communication between students and instructors using Facebook as a means of interaction for learning. How often/how much students use such an online social network and the clarification as to the reasons for online communication are the two exogenous variables used to measure the perceptions that students have about the impact of online social networking on their learning. How students perceive the quality of the content of student–instructor interaction on Facebook is treated as a mediating variable in the research model. How students perceive their performance is used as a proxy for their learning outcomes and is treated as the endogenous variable. A questionnaire was developed and used, and the analysis of the data gathered from the questionnaire was conducted using a measurement model and a structural model. The results of the study revealed that how often/how much students use an online social network and the reasons that they give for using online communication have a significant positive impact on how they perceive the quality of the content of student–instructor interaction on Facebook. In addition, the results demonstrated that the use of Facebook has a negative impact when it comes to the students’ perceptions of the quality of the content of student–instructor interaction on their perceived performance.

This paper proposes a conceptual model to understand how information transparency matters can support consumer trust in food safety. Beside food labels, food product information can be disseminated by the support of technologies including traceability systems and social media. This article studies extant literature to provide a knowledge base for the development of a conceptual model. Information provided by traceability systems is deemed to increase a consumer’s knowledge of a food product. Furthermore, social media is considered as a well-informed source that provides some useful information to consumers. Therefore, we argue that technology-supported information supports and enhances the information consumers need to make their own judgement about the safety of a food product. Three testable propositions are developed from a conceptual model that provides insights into food information that consumers find helpful for developing trust in food safety.

Purpose -The purpose of this paper is to understand the impact of real, localized case studies on students' learning engagement, the learning process and learning experience and the role of such case studies in influencing students' learning outcomes. Design/methodology/approach -Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students' learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students' learning experience. Finally, students' learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings -The results revealed that the case study had a positive influence on students' engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience.Research limitations/implications -The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value -The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.