Adrie A. Koehler

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

The facilitator plays a key role in guiding students’ efforts during case discussions. However, few studies have compared differences in learning outcomes for students participating in facilitated versus non-facilitated discussions. In this research, we used “problem space coverage” as a learning measure to compare outcomes between facilitated (F) and non-facilitated (NF) online case-based discussions. In general, results demonstrated both greater and deeper problem space coverage during facilitated discussions. More specifically, students in the facilitated discussions tended to discuss more aspects of the problem space in more detail, and spent more time on relevant instructional design issues and related solutions than students in the NF discussions. Overall, results illustrate the role of discussion in addressing the targeted problem space during case-based learning while underscoring the role of the facilitator in enabling that coverage.

In the eye of the beholder: using student narratives to explore memorable teachers*

Abstract Undergraduate students enrolled in an introductory educational technology course at a large US Midwestern public university completed a “greatest learning experience” narrative assignment, in which they were prompted to discuss and describe their best learning experience. In many of the narratives (n = 267), students discussed a memorable teacher. Using a coding framework informed by the literature, student narratives were analyzed using a descriptive deductive process. Results indicate that most students described memorable teachers as having a combination of instructional and interpersonal skills, possessing positive attributes (e.g. compassion, sense of humor), and leaving a personal or academic impact. Out of the coding categories, students were least likely to discuss specific positive attributes of the teacher compared to teacher skills/actions and impact. Additional results are shared and specific implications for teacher educators, practising educators, and pre-service teachers are discussed.

Examining the Role of Web 2.0 Tools in Supporting Problem Solving during Case-Based Instruction.

Abstract As learners solve complex problems, such as the ones present in case narratives, they need instructional support. Potentially, Web 2.0 applications can be useful to learners during case-based instruction (CBI), as their affordances offer creative and collaborative opportunities. However, there is limited research available on how the affordances of Web 2.0 technologies can be used specifically to support learners as they navigate the problem context presented during CBI. An exploratory descriptive case study approach was utilized to investigate how preservice teachers, participating in CBI, used the educational affordances of Web 2.0 technologies to navigate real-world problems. Findings indicate that while Web 2.0 tools have the potential to facilitate learning during CBI, learners did not always use these tools in the most effective ways. Implications for research and practice are discussed. (Keywords: Web 2.0 tools, case-based instruction, problem solving, preservice teachers)

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

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.

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.