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

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-11-03 DOI:10.7771/1541-5015.1633

S. Watson, Adrie A. Koehler, Peggy A. Ertmer, Woori Kim, R. Rico

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引用次数: 9

Abstract

Promoting and sustaining effective discussion—that which contributes to learning—is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL) approach. Discussion posts, as well as interview data, were analyzed and coded to explore how the instructor utilized three strategies noted as being critical to students’ learning during problem-centered discussions: social congruence, cognitive congruence, and content expertise (Schmidt & Moust, 1995; Yew & Yong, 2014). Results showed that facilitation choices were made with course goals in mind: modeling the case analysis process and improving students’ ID problem solving. All three strategies were used frequently during discussion facilitation. Strategies tended to be implemented in clusters, with social congruence strategies appearing in every post but four. Implications are discussed for utilizing a combination of these facilitation strategies, in a dynamic manner, within a case-based context.

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一位专家讲师在基于案例的在线教学设计课程中使用社会一致性、认知一致性和专业知识。

促进和维持有效的讨论——这有助于学习——是许多教师无法掌握的技能(达林-哈蒙德，2008;Ge, Yamashiro， & Lee, 2000)。本研究探讨了专家讲师在运用案例学习(CBL)方法的在线高级教学设计(ID)课程中的角色和策略。对讨论帖和访谈数据进行分析和编码，以探索教师如何在以问题为中心的讨论中使用对学生学习至关重要的三种策略:社会一致性、认知一致性和内容专业知识(Schmidt & Moust, 1995;Yew & Yong, 2014)。结果表明，促进选择是基于课程目标:模拟案例分析过程和提高学生的ID问题解决能力。在讨论促进过程中，这三种策略都被频繁使用。策略倾向于在集群中实施，社会一致性策略出现在除了四个帖子之外的每个帖子中。在基于案例的背景下，以动态的方式讨论了利用这些促进策略组合的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.