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

Watson, Sunnie Lee; Koehler, Adrie A.; Ertmer, Peggy A.; Kim, Woori; Rico, Rudy

doi:10.7771/1541-5015.1633

Cited by 12 publications

(13 citation statements)

References 34 publications

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“…Additionally, exemplary online faculty formatively evaluated their online courses in order to make changes during the course. Watson, Koehler, Ertmer, Kim, and Rico (2018) found that expert instructors selected facilitation choices with course goals in mind and modeled the case analysis process, improving students' problem-solving. Further, experienced instructors considered the four characteristics of expert instructors to be (a) significant length and breadth of their online teaching experience; (b) personal characteristics such as curiosity, tenacity, and organization, and professional skills such as technical skills; (c) instructional design experience; and (d) effective teaching styles (McGree, Windes, & Torres, 2017).…”

Section: Expert and Novice Online Instructorsmentioning

confidence: 99%

Award-winning faculty online teaching practices: Elements of award-winning courses

Kumar

Martin

Budhrani

et al. 2019

OLJ

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The purpose of this study was to explore award-winning instructors' insights on elements of their course design that were award-winning and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were (a) authentic and relevant course materials that connect to practice, (b) the use of multimedia resources, (c) student creation of digital content individually and collaboratively, (d) students' reflection on learning, and (e) the instructor's explanation of the purpose of activities, technologies, and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaging in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.Over more than a decade, online education in the United States has experienced steady growth in the number of courses and programs offered at higher education institutions. Seaman, Allen, and Seaman (2018) report that approximately 31.6% of all students took an online course in fall 2016, an increase of 5.6% from fall 2015. As institutions increase their online offerings, they seek to continuously improve the design, implementation, and assessment of online courses

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Section: Expert and Novice Online Instructorsmentioning

confidence: 99%

Award-winning faculty online teaching practices: Elements of award-winning courses

Kumar

Martin

Budhrani

et al. 2019

OLJ

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show abstract

“…Chng et al (2011) suggested that students showed more positive learning attitudes when interacting with a more socially congruent facilitator. Specifically, social congruent instructors implement affective (e.g., disclosing information from their background), cohesive (e.g., addressing student posts by name), and interactive (e.g., inviting all students to respond) strategies when facilitating online discussions (Watson et al, 2018).…”

Section: Instructor Facilitationmentioning

confidence: 99%

“…Previous research suggests that student instructors, as compared to faculty instructors, were more cognitively congruent because they better understood problems facing students and proposed more easily understood probing questions when responding to peers (Dolmans et al, 2002;Schmidt et al, 1994). In online discussions, cognitive congruence methods include emphasizing relevant ideas, directing students' attention, and providing a summary of key ideas being discussed (Watson et al, 2018).…”

Section: Instructor Facilitationmentioning

confidence: 99%

“…During facilitation of problem-centered environments, using a combination of social congruence, content expertise, and cognitive congruence facilitation strategies is important (Watson et al, 2018;Yew & Yong, 2014). While these skills are essential, novice instructors may have challenges utilizing strategies to effectively guide and support students.…”

Section: Instructor Facilitationmentioning

confidence: 99%

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Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

Long¹,

Koehler²

2021

OLJ

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Discussion 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.

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“…Students' reflections on failures and misunderstandings are an important aspect of this process. Expert facilitators in PBL are also responsive to students as they direct students to areas of the problem space that they may otherwise overlook (Hmelo-Silver & Barrows, 2006;Watson, Koehler, Ertmer, Kim, & Rico, 2018).…”

mentioning

confidence: 99%

The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

Kelley¹,

Fowlin²,

Tawfik³

et al. 2019

Interdisciplinary Journal of Problem-Based Learning

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

Cited by 12 publications

References 34 publications

Award-winning faculty online teaching practices: Elements of award-winning courses

Award-winning faculty online teaching practices: Elements of award-winning courses

Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

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