scholarly journals An Expert Instructor’s Use of Social Congruence, Cognitive Congruence, and Expertise in an Online Case-Based Instructional Design Course

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Sunnie Lee Watson ◽  
Adrie A. Koehler ◽  
Peggy Ertmer ◽  
WooRi Kim ◽  
Rudy Rico
Keyword(s):  
Instructional Design ◽  
Cognitive Congruence ◽  
Social Congruence ◽  
Case Based

scholarly journals Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Yishi Long ◽  
Adrie A. Koehler
Keyword(s):  
Social Network ◽  
Student Participation ◽  
Student Interaction ◽  
Cognitive Congruence ◽  
Novice Instructors ◽  
Social Congruence ◽  
Expert And Novice ◽  
Case Based Learning ◽  
Case Discussions ◽  
Case Based

Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors’ discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators.

Innovation in Patient Care and Medical Resident Education

2013 ◽  
pp. 161-176
Author(s):  
Nicole Paradise Black ◽  
H. Barrett Fromme ◽  
Jennifer Maniscalco ◽  
Cynthia Ferrell ◽  
Jessica Myers ◽  
...  
Keyword(s):  
Medical Education ◽  
Instructional Design ◽  
Field Test ◽  
Resident Education ◽  
National Level ◽  
Medical Resident ◽  
Test Results ◽  
Residency Programs ◽  
Significant Challenge ◽  
Case Based

Medical resident education changed dramatically on July 1, 2011 with the institution of new duty-hour work restrictions. The move to shift scheduling changed the notion of nighttime work from a time of service to one of education. The National Pediatric Nighttime Education Steering Group responded to this paradigm shift by creating a national, peer-reviewed, Web- and case-based curriculum for nighttime learning in pediatrics. Field-test results from implementation in 89 programs revealed statistically significant improvements in knowledge and confidence, but a need for improvement in usability interface, instructional design, and dissemination. Finding support to improve upon the design of the curriculum and provide a robust platform for dissemination and use by residency programs presents a significant challenge, especially in light of severe threats to graduate medical education funding at the national level.

scholarly journals Discussion Facilitation Strategies and Design Skill Development: Examining the Relationship

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Adrie Koehler ◽  
Peg Ertmer ◽  
Tim Newby
Keyword(s):  
Preservice Teachers ◽  
Instructional Design ◽  
Mixed Methods ◽  
Research Design ◽  
Case Study Research ◽  
Mixed Methods Case Study ◽  
Based Instruction ◽  
The Relationship ◽  
Case Based

Case-based instruction (CBI) provides a way to vicariously engage preservice teachers in their future teaching realities. However, little research has considered how different discussion facilitation strategies relate to the development of preservice teachers’ instructional design (ID) skills. We used an embedded mixed methods case study research design to compare differences in how preservice teachers approached the ID process when engaged in one of two strategies: discussions guided by pre-constructed prompts and a facilitator and discussions guided by pre-constructed prompts only. Findings revealed that preservice teachers who participated in discussions guided by a facilitator analyzed case problems more deeply, as they identified more sources of inspiration to guide their design choices; considered learner, environmental, and content characteristics more often; and reported spending more time understanding case problems. While most preservice teachers believed they could apply what they learned from participating in CBI to their future profession, preservice teachers receiving prompts only were more positive about the discussion aspect of CBI.

scholarly journals Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Jesus Trespalacios
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Small Group ◽  
Case Studies ◽  
Learning Environments ◽  
Instructional Strategy ◽  
Group Structure ◽  
Online Learning Environments ◽  
Analyze Case ◽  
Case Based

The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates the use of small-group structure to analyze case studies in online learning environments, as well as students’ perceptions of the use of VoiceThread presentations to improve their learning of instructional design. The results show that a small group strategy has great potential to help students analyze case studies and consequently enhance learning. The implications of these findings for instructional designers and online instructors are discussed.

Case Studies in Instructional Design Education: Students’ Communication Preferences During Online Discussions

2019 ◽  
Vol 17 (1) ◽  
pp. 21-35
Author(s):  
Jesús Trespalacios ◽  
Lida J. Uribe-Flórez
Keyword(s):  
Instructional Design ◽  
Case Studies ◽  
Diffusion Of Innovation ◽  
Design Education ◽  
Instructional Strategy ◽  
Course Evaluation ◽  
Online Discussions ◽  
Learning Activity ◽  
Discussion Forums ◽  
Case Based

The analysis of case studies is an important constructivist instructional strategy that shows potential for engaging students in asynchronous online discussions. However, little is known about the use of audio-based discussions to promote this type of analysis. Twenty-nine students from two sections enrolled in an online instructional design course participated in the study. Students from both sections had the opportunity to experience different learning activities including online case-based discussion forums using text-based (Moodle) and audio-based (VoiceThread) formats. Data from a course evaluation survey were collected and analyzed based on the diffusion of innovation theory. Results revealed that students considered the case-based discussion as the most relevant learning activity. Additionally, students preferred the text-based format over the audio-based for the discussion of case studies. Reasons for their preferences and implications for research and practice are discussed.

Achieving Classroom Excellence in a Virtual Classroom

2011 ◽  
pp. 716-728
Author(s):  
Charlene Sox ◽  
Pil-Won On
Keyword(s):  
Instructional Design ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Design Strategies ◽  
Approach To Learning ◽  
Excellent Teaching ◽  
Case Based Learning ◽  
Learning Research ◽  
Based Instruction ◽  
Case Based

Research substantiates the effectiveness of problem-based, project-based, and case-based learning as effective tools for student learning. Research also shows the frustration of faculty who have offered excellent teaching in a classroom but who are faced with the challenge of shifting the whole classroom into an online environment. This chapter is focused on ways to transform and redesign a traditional classroom course into an online virtual classroom using the practical application of the problem/project-based approach to learning using online case-based instruction as authentic and active strategies. The chapter shares instructional design strategies as well as the effectiveness of problem-based interactive multimedia case delivery.

Sign in / Sign up

Export Citation Format

Share Document