Facilitated versus non-facilitated online case discussions: comparing differences in problem space coverage

Ertmer, Peggy A.; Koehler, Adrie A.

doi:10.1007/s12528-015-9094-5

Cited by 56 publications

(40 citation statements)

References 44 publications

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“…When exploring tutorless PBL in online environments, Fonteijn (2015) found that learners were able to thrive when afforded more autonomy and ICT support such as mapping software and communication tools. Ertmer and Koehler (2015), on the other hand, found that facilitated online discussions were superior to non-facilitated discussions. Woods, Duncan-Hewitt, Hall, Eyles, and Hrymark (1996) found that tutorless PBL groups experienced difficulty in workload distribution, building trust, and reliability.…”

mentioning

confidence: 97%

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Verstegen

Dailey‐Hebert

Fonteijn³

et al. 2018

IRRODL

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Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion.

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mentioning

confidence: 97%

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Verstegen

Dailey‐Hebert

Fonteijn³

et al. 2018

IRRODL

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“…Ertmer and Koehler (2015) found the frequency of students' postings was not related to the frequency of instructor postings. However, they interpreted the quality of the discussion more highly with an instructor's presence.…”

Section: Teaching Presence and Online Discussionmentioning

confidence: 82%

A Critical Analysis of Characteristics that Influence the Effect of Instructor Discussion Interaction on Student Outcomes

Hoey

2017

OLJ

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Teaching presence facilitates students' social and cognitive presence in online courses. Instructor interaction in discussion forums, a widely adopted instructional strategy, establishes teaching presence but research on the optimal frequency and content of instructor interaction in discussion is underdeveloped. This research evaluated 1625 instructor posts in 36 graduate-level courses in education to determine their impact on students' perceptions of the quality of the instructor and course, students' perceptions of their learning, and students' actual achievement. Findings suggest the frequency of instructor interaction in discussion has no effect on student outcomes, but posts that are instructional improve students' perceptions of their learning, and posts that are conversational improve students' perceptions of instructor and course quality, and their actual academic achievement. Implications for instructors and policymakers are addressed.Keywords: Online learning, instructional strategy, instructor engagement, Community of Inquiry, teaching presence, discussion, instructor interaction Hoey, R. (2017). Examining the characteristics and content of instructor discussion interaction upon student outcomes in an online course. Online Learning, 21(4), 263-281. doi: 10.24059/olj.v21i4.1075 Examining the Characteristics and Content of Instructor Discussion Interaction upon Student Outcomes in an Online CourseThe literature on distance education is unwavering about two conclusions: adult students should be in control of their own learning (Knowles, 1988;Merriam, Caffarella, & Baumgartner, 2007) but want their instructors to be engaged in their courses (Mazzolini & Maddison, 2007). What is not clear are the types, frequency, and characteristics of instructor engagement that result in the most significant student outcomes (Baran, Correia & Thompson, 2011;Kauffman, 2015;Means, Toyama, Murphy, Bakia & Jones, 2010). This research explored one common type of instructor engagement-interaction in discussion forums-to determine the extent to which frequency and contents of instructor discussion interaction impacted students' academic and satisfaction outcomes. Findings may inform policies regarding instructor engagement in online courses. Theoretical FrameworkIn their highly regarded principles for good practice, Chickering and Gamson (1987) lauded the impact of interaction between the faculty and students, reciprocity and cooperation between students, and active learning of the content. Moore and Kearsley (1996) noted that three critical interactions must take place for students learning online: teacher-student interaction, student-student interaction, and student-content interaction. Similarly, Garrison, Anderson, and Archer (2000) suggested an online course becomes a Community of Inquiry (CoI) when students experience teaching presence, social presence, and cognitive presence that foster deep and meaningful learning. Teaching presence is "the design, facilitation, and direction of cognitive and social processes ...

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“…Furthermore, prospective teachers may start with predispositions toward simplifying the situation and identifying issues from a single perspective when they engage in a case reading. Prospective teachers' reflective and critical thinking skills can be facilitated through discussions of the case (Butler et al, 2006;Ertmer & Koehler, 2015). Online or face-to-face discussions play a very important role to be able to provide opportunities to analyze case dilemmas from various perspectives and to restructure prospective teachers' beliefs about teaching and learning.…”

Section: Case-based Pedagogymentioning

confidence: 99%

“…There are several studies reporting the effects and comparisons of online and face-to-face case discussions in the literature (Ertmer & Koehler, 2015;Mitchem et al, 2008;Weil, McGuigan, & Kern, 2011). Ertmer and Koehler (2018) stated that the structure and facilitation of the discussion, as well as guiding questions and responses by the facilitator should be specifically designed to provide effective case-based discussion experiences.…”

Section: Case-based Pedagogymentioning

confidence: 99%

Case-Based Pedagogy for Teacher Education: An Instructional Model

Akbulut

Hill

2020

CONTEMP EDUC TECHNOL

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The use of cases has been promoted as a promising instructional method for creating authentic learning environments. However, the development and implementation of the best instructional strategies for effective use of cases still require further research. This paper addresses some of these gaps by proposing an emergent instructional model to be grounded in constructivism and current instructional models for case-based pedagogy. The model was implemented in a science methods course for elementary education prospective teachers. The participants engaged in several activities for four cases such as participating in online and classroom discussions and writing reflection papers. In this paper, first, we will present the connection between the pedagogy and teacher education; second, we will introduce the theoretical framework with implications for the instructional model; then, we will present some examples of learning experiences that should be included in a constructivist case-based learning environment with the proposed instructional model. Lastly, we will present findings from a study wherein the proposed model was applied to support prospective teachers' socioscientific issue-based teaching and learning, and discuss implications for research and practice.

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Facilitated versus non-facilitated online case discussions: comparing differences in problem space coverage

Cited by 56 publications

References 44 publications

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

A Critical Analysis of Characteristics that Influence the Effect of Instructor Discussion Interaction on Student Outcomes

Case-Based Pedagogy for Teacher Education: An Instructional Model

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