This study presents evidence that highly contextual, real-world scenarios can be effectively created and used for student learning in an e-Learning context assuming they are well-designed. It should be cautioned that these results do not suggest that the use of self-paced e-Learning case studies can replace an educator. These forms of e-Learning require expertise in the creation of the learning experience, guiding students through the path of the learning experience beforehand, and debriefing once completed. There may also be an assessment piece following the e-Learning case study, as was the case in this instance. These results give timely evidence that educators may be able to recreate case studies traditionally completed in the classroom in an e-Learning setting without harming the educational experience. Although it is accepted that students will miss out on interaction with their peers and the instructor in this case, they potentially stand to benefit from completing the experience on their own time, at their own pace, and interacting more directly with the content within the business case. Further research into the impact of scenario-based e-Learning and its impact on academic achievement, learning, flow, and enjoyment is warranted. Additionally, causal research designs that go beyond establishing relationships between the variables is also warranted.
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