Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This research aims to understand the mediating roles of learning
engagement, learning process and learning experience in
influencing students’ outcomes through case study pedagogy. It
gathered students’ responses to localised real case studies
discussed in Information Systems classes. Case knowledge and
perception were used to measure students’ learning outcomes in
order to determine the degree to which students induced course
concepts and how they felt the cases impacted their
understanding of the course. Revised student engagement
questionnaire was used to measure various forms of engagement
such as skills, emotion, participation, and performance while
revised study process questionnaire served to assess the extent
to which students used deep or surface approach to learning.
Additionally, seven roles of feedback were used to analyse
students’ learning experience. Finally, group performance and
individual's positive perceptions of group learning were tested
to measure students’ learning outcomes. Structural equation
modelling was used to test the causal model. Analysis revealed
that case knowledge and case perception had positive influence
on students’ skill engagement and emotional engagement but
only case knowledge had a positive impact on the functions of
feedback.
