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

Autor/inn/en	Watson, Sunnie Lee; Koehler, Adrie A.; Ertmer, Peggy; Kim, WooRi; Rico, Rudy
Titel	An Expert Instructor's Use of Social Congruence, Cognitive Congruence, and Expertise in an Online Case-Based Instructional Design Course
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 12 (2018) 1, Artikel 3 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1633
Schlagwörter	Instructional Design; Teaching Methods; Problem Based Learning; Interviews; Online Courses; Advanced Courses; Case Method (Teaching Technique); Course Content; Problem Solving; Skill Development; Computer Assisted Instruction; Content Analysis; Management Systems; Computer Science Education; Masters Programs; Graduate Students; Pedagogical Content Knowledge; College Faculty; Interpersonal Competence; Teacher Student Relationship; Schemata (Cognition); Qualitative Research; Indiana + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Interviewing; Interviewtechnik; Online course; Online-Kurs; Fortgeschrittenenunterricht; Case method; Fallmethode; Kursprogramm; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Computer based training; Computerunterstützter Unterricht; Inhaltsanalyse; Computer science lessons; Informatikunterricht; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Kompetenz; Fakultät; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Cognition; Schema; Kognition; Qualitative Forschung
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. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01