Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

Abstract

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.

Using case method to enrich students’ learning outcomes

“…Course-related interactions were found to be positively related with student engagement (Umbach and Wawrzynski, 2005). With its focus on promoting the interaction among students, discussion cases via case knowledge and case perception significantly increased students’ EAE (Nkhoma et al, 2014). Once students immerse into the world of a case, they are more likely to get excited, motivated and emotionally engaged.…”

“…Discussion cases, through open and interactive discussions, were among the most effective methods to encourage critical thinking in business education (McEwen, 1994). On the other hand, a study found an insignificant relationship between learning engagement and learning outcomes (both group and individual outcomes) since the discussion and analysis were not graded (Nkhoma et al, 2014). Therefore, due to mixed results, it would be worthwhile to examine the effect of EAE on learning outcomes.…”

Upaya Meningkatkan Hasil Belajar Siswa Melalui Penerapan Model Pembelajaran Quantum Teaching

“…Tujuan utama dalam taksonomi Bloom mengenai desain hasil belajar peserta didik adalah untuk melengkapi siswa dalam mencapai tiga klasifikasi utama ini atau domain (Tetteh, 2015). Ada banyak yang dapat mempengaruhi hasil dalam pembelajaran seperti kualitas pengajaran, lingkungan, fasilitas pembelajaran, metode, model dalam pembelajaran, kepuasan belajar (Jungjoo, 2011) (Nkhoma & Sriratanaviriyakul, 2014).…”

Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy

“…Furthermore, case-based learning was found helpful for undergraduate nutrition education, which was designed for students bearing on the theoretical frameworks of phenomenology and Bloom's Taxonomy (Harman et al, 2015). However, case studies might need to be designed appropriately and be instructed cautiously along with proper learning activities (Nkhoma, Sriratanaviriyakul, Pham, & Lam, 2014). The utilisation of case-based learning in this study is expected to promote self-study and collaborative learning, which will improve cognitive skills, academic achievement and interpersonal skills.…”