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dc.contributor.authorLong, Yishi
dc.contributor.authorKoehler, Adrie A.
dc.date.accessioned2021-12-16T20:39:05Z
dc.date.available2021-12-16T20:39:05Z
dc.date.created2021-12-15 00:33
dc.date.issued2021-12-01
dc.identifieroai:ojs.ec2-52-6-73-98.compute-1.amazonaws.com:article/2901
dc.identifierhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/2901
dc.identifier10.24059/olj.v25i4.2901
dc.identifier.urihttp://hdl.handle.net/20.500.12424/4121538
dc.description.abstractDiscussion 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.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherThe Online Learning Consortium
dc.relation.ispartofhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/2901/1126
dc.rightsCopyright (c) 2021 Yishi Long, Adrie A. Koehler
dc.sourceOnline Learning; Vol 25, No 4 (2021)
dc.subjectEducation
dc.subjectInstructor Facilitation, Learner Participation and Interaction, Case-based Discussions, Social Network Analysis
dc.titleStudent Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode2472-5730
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:17703797
ge.lastmodificationdate2021-12-15 00:33
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148962
ge.oai.repositoryid98409
ge.oai.setnameSpecial Conference Issue: AERA Online Teaching and Learning SIG
ge.oai.setspecolj:SI+AOLT+%26+SIG+Conf
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/2901


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