Edith Cowan University, Western Australia in association with Khon Kaen University, Thailand and Bansomdejchaopraya Rajabhat University, Thailand.
This research investigated students‘ preferences for completing business case studies online compared to face-to-face. The research model was based on the ‗cognitive‘ dimensions of Henri (1992) and the ‗reflective thinking‘ types of Mezirow (1991) against which the activities in case learning were charted. Data was collected through a questionnaire involving postgraduate business students. The findings indicated that, to gain understanding of the case, students prefer material in multimedia form but overall the physical approach was preferred, particular the use of class discussions. When analysing and solving the case problem, the physical and online approaches were more balanced. When developing recommendations, students valued the importance of face-to-face feedback as well as online comparison with the work of others. Responses indicated that students would be willing to provide elementary clarification of the case material to other students online but less willing to provide reasons for critiquing the work of others. The study provided an indication that the blended approach to case teaching in business studies may be the preferred option for students. This would enlarge their learning space as well as develop an e-learning community. As a result student learning is sustained.