Individual Vs Online Collaborative Case Study Learning Strategies: Effects on Critical Thinking of Undergraduate Students

In support of constructivist student-centered learning in higher education, this study examined the effects of individual versus online collaborative case study learning on the development of critical thinking skills in undergraduate students. A nonequivalent (pretest and posttest) control-group design was used to obtain statistical, quantitative results from the sample of eighty undergraduate students, and a process satisfaction questionnaire was used to survey student satisfaction with various aspects of the case study learning analyses. Findings and implications for practice are discussed. Appendices provide the critical thinking prompts, case analysis template, assignment descriptions, and scoring rubrics.