Facilitation Strategies and Problem Space Coverage: Comparing Face-to-Face and Online Case-Based Discussions
Educational Technology Research and Development Volume 66, Number 3, ISSN 1042-1629
In this exploratory, descriptive study we examined how discussion goals were accomplished during face-to-face and online case-based discussions facilitated by the same co-instructors. An analysis of discussion transcripts suggests that despite different instructor and student participation patterns across contexts, the instructors' goals of creating social cohesion and supporting students' case understanding were equally met. However, coverage of the targeted problem space indicated greater attention to "problem finding" (i.e., identifying relevant issues) by face-to-face students and greater attention to "problem solving" (i.e., identifying workable solutions) by online students, as indicated by the frequencies with which these different aspects were discussed. We interpret results by considering how the affordances of each context shaped both teacher-student interactions and students' coverage of the problem-finding and problem-solving space.
Ertmer, P.A. & Koehler, A.A. (2018). Facilitation Strategies and Problem Space Coverage: Comparing Face-to-Face and Online Case-Based Discussions. Educational Technology Research and Development, 66(3), 639-670.
- Case Method (Teaching Technique)
- Communication Strategies
- computer mediated communication
- content analysis
- Context Effect
- Discourse Analysis
- Facilitators (Individuals)
- Group Unity
- Interpersonal Communication
- problem solving
- Student Educational Objectives
- Transcripts (Written Records)