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We propose that a rhythmic course design contributes to constructivist student learning in case-based courses, across a range of f2f and online modalities and in varied institutional contexts. Our multiple-cases study explored whether and how rhythmic course designs (multiple similar short-duration assignments and other design choices) support student learning in IS case courses. We provide evidence based on two sections (one blended traditional f2f with some online synchronous work, and one was delivered fully online, with synchronous and asynchronous elements) of a partially case-based undergraduate IS capstone course, taught by NewProf at a large state university, and two sections (one online asynchronous, one hybrid) of a fully case-based MBA Strategic IS Management course taught by OldProf at a small private university. The study findings provide initial support for our proposition and research questions, and yield helpful directions for further studies on benefits and challenges of rhythmic IS course designs.



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