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
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