메뉴 건너뛰기




Volumn 66, Issue 3, 2018, Pages 639-670

Facilitation strategies and problem space coverage: comparing face-to-face and online case-based discussions

Author keywords

Case based learning; Exploratory descriptive research; Facilitation strategies; Online discussions

Indexed keywords


EID: 85038632063     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-017-9563-9     Document Type: Article
Times cited : (34)

References (77)
  • 1
    • 84874487266 scopus 로고    scopus 로고
    • Motivational perspectives on students’ responses to learning in virtual learning environments
    • Weiss J, (ed), Springer, Netherlands
    • Ainley, M., & Armatas, C. (2006). Motivational perspectives on students’ responses to learning in virtual learning environments. In J. Weiss (Ed.), The international handbook of virtual learning environments (pp. 365–394). Netherlands: Springer.
    • (2006) The international handbook of virtual learning environments , pp. 365-394
    • Ainley, M.1    Armatas, C.2
  • 3
    • 67650217540 scopus 로고    scopus 로고
    • The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions
    • An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers & Education, 53, 749–760. 10.1016/j.compedu.2009.04.015.
    • (2009) Computers & Education , vol.53 , pp. 749-760
    • An, H.1    Shin, S.2    Lim, K.3
  • 4
    • 66549105212 scopus 로고    scopus 로고
    • Encouraging critical thinking in online threaded discussions
    • Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6(1), 1–23.
    • (2009) The Journal of Educators Online , vol.6 , Issue.1 , pp. 1-23
    • Arend, B.1
  • 5
    • 0039269079 scopus 로고    scopus 로고
    • The place of inter-rater reliability in qualitative research: An empirical study
    • Armstrong, D., Gosling, A., Weinman, J., & Marteau, T. (1997). The place of inter-rater reliability in qualitative research: An empirical study. Sociology, 31, 597–606.
    • (1997) Sociology , vol.31 , pp. 597-606
    • Armstrong, D.1    Gosling, A.2    Weinman, J.3    Marteau, T.4
  • 6
    • 84871481997 scopus 로고    scopus 로고
    • The criticality of verbal immediacy in online instruction: A modified Delphi study
    • Retrieved from
    • Bailie, J. L. (2012). The criticality of verbal immediacy in online instruction: A modified Delphi study. Journal of Educators Online, 9(2). Retrieved from http://www.thejeo.com/Archives/Volume9Number2/V9N2.htm#VOLUME_9,_NUMBER_2,_JULY_2012.
    • (2012) Journal of Educators Online , vol.9 , Issue.2
    • Bailie, J.L.1
  • 7
    • 77953904141 scopus 로고    scopus 로고
    • Student interactions in online discussion forum: Empirical research from ‘media richness theory’ perspective
    • Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from ‘media richness theory’ perspective. Journal of Interactive Online Learning, 9(1), 1–22.
    • (2010) Journal of Interactive Online Learning , vol.9 , Issue.1 , pp. 1-22
    • Balaji, M.S.1    Chakrabarti, D.2
  • 9
    • 34547780492 scopus 로고    scopus 로고
    • Teacher questioning in science classrooms: Approaches that stimulate productive thinking
    • Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44, 815–843. 10.1002/tea.20171.
    • (2007) Journal of Research in Science Teaching , vol.44 , pp. 815-843
    • Chin, C.1
  • 10
    • 80052268220 scopus 로고    scopus 로고
    • Effects of tutor-related behaviours on the process of problem-based learning
    • Chng, E., Yew, E. H. J., & Schmidt, H. G. (2011). Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health Science Education, 16, 491–503. 10.1007/s10459-011-9282-7.
    • (2011) Advances in Health Science Education , vol.16 , pp. 491-503
    • Chng, E.1    Yew, E.H.J.2    Schmidt, H.G.3
  • 11
    • 84908543762 scopus 로고    scopus 로고
    • Digging beneath the surface: Analyzing the complexity of instructors’ participation in asynchronous discussion. Online Learning Journal, 18(3)
    • Clarke, L.W., & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the complexity of instructors’ participation in asynchronous discussion. Online Learning Journal, 18(3). Retrieved from http://olj.onlinelearningconsortium.org/index.php/olj/article/view/414.
    • (2014) Retrieved from
    • Clarke, L.W.1    Bartholomew, A.2
  • 15
    • 79953865814 scopus 로고    scopus 로고
    • Cognitive presence in asynchronous online learning: A comparison of four discussion strategies
    • Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27, 216–227. 10.1111/j.1365-2729.2010.00392.x.
    • (2011) Journal of Computer Assisted Learning , vol.27 , pp. 216-227
    • Darabi, A.1    Arrastia, M.C.2    Nelson, D.W.3    Cornille, T.4    Liang, X.5
  • 16
    • 50249186432 scopus 로고    scopus 로고
    • Media, tasks, and communication processes: A theory of media synchronicity
    • Dennis, A. R., Fuller, R. M., & Valacich, J. S. (2008). Media, tasks, and communication processes: A theory of media synchronicity. MIS Quarterly, 32, 575–600.
    • (2008) MIS Quarterly , vol.32 , pp. 575-600
    • Dennis, A.R.1    Fuller, R.M.2    Valacich, J.S.3
  • 17
    • 0036228506 scopus 로고    scopus 로고
    • Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research
    • Dolmans, D. H. J. M., Gijselaers, W. H., Moust, J. H. C., Grave, W. S. D., Wolfhagen, I. H. A. P., & Vleuten, C. P. M. V. D. (2002). Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Medical Teacher, 24(2), 173.
    • (2002) Medical Teacher , vol.24 , Issue.2 , pp. 173
    • Dolmans, D.H.J.M.1    Gijselaers, W.H.2    Moust, J.H.C.3    Grave, W.S.D.4    Wolfhagen, I.H.A.P.5    Vleuten, C.P.M.V.D.6
  • 18
    • 85144927605 scopus 로고    scopus 로고
    • Craig Gregersen: Balancing a range of stakeholder interests when designing instruction
    • Ertmer PA, Quinn JA, Glazewski KD, (eds), Pearson, Boston
    • Dundis, S. (2014). Craig Gregersen: Balancing a range of stakeholder interests when designing instruction. In P. A. Ertmer, J. A. Quinn, & K. D. Glazewski (Eds.), The ID CaseBook: Case studies in instructional design (pp. 204–208). Boston: Pearson.
    • (2014) The ID CaseBook: Case studies in instructional design , pp. 204-208
    • Dundis, S.1
  • 20
    • 0038413924 scopus 로고    scopus 로고
    • Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom
    • Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399–483. 10.1207/S1532690XCI2004_1.
    • (2002) Cognition and Instruction , vol.20 , pp. 399-483
    • Engle, R.A.1    Conant, F.R.2
  • 22
    • 84937907265 scopus 로고    scopus 로고
    • Facilitated versus non-facilitated online case discussions: Comparing differences in problem space coverage
    • Ertmer, P. A., & Koehler, A. A. (2015). Facilitated versus non-facilitated online case discussions: Comparing differences in problem space coverage. Journal of Computing in Higher Education, 27, 69–93.
    • (2015) Journal of Computing in Higher Education , vol.27 , pp. 69-93
    • Ertmer, P.A.1    Koehler, A.A.2
  • 23
    • 85046456562 scopus 로고    scopus 로고
    • Learning theory and technology: A reciprocal relationship
    • Rushby N, Surry DW, (eds), Wiley, New York, NY
    • Ertmer, P. A., & Newby, T. J. (2016). Learning theory and technology: A reciprocal relationship. In N. Rushby & D. W. Surry (Eds.), The Wiley Handbook of Learning Technology (pp. 58–76). New York, NY: Wiley.
    • (2016) The Wiley Handbook of Learning Technology , pp. 58-76
    • Ertmer, P.A.1    Newby, T.J.2
  • 24
    • 84937834828 scopus 로고    scopus 로고
    • Initiating and maintaining meaningful case discussions: Maximizing the potential of case-based instruction
    • Ertmer, P. A., & Stepich, D. A. (2002). Initiating and maintaining meaningful case discussions: Maximizing the potential of case-based instruction. Journal on Excellence in College Teaching, 13(2/3), 5–18.
    • (2002) Journal on Excellence in College Teaching , vol.13 , Issue.2-3 , pp. 5-18
    • Ertmer, P.A.1    Stepich, D.A.2
  • 25
    • 63049128361 scopus 로고    scopus 로고
    • Instructional design expertise: How will we know it when we see it?
    • Ertmer, P. A., & Stepich, D. A. (2005). Instructional design expertise: How will we know it when we see it? Educational Technology, 45(6), 38–43.
    • (2005) Educational Technology , vol.45 , Issue.6 , pp. 38-43
    • Ertmer, P.A.1    Stepich, D.A.2
  • 27
    • 85046424709 scopus 로고    scopus 로고
    • An examination of the learning activities, cognitive level of instruction, and teacher immediacy behaviors of successful instructors in a college of agriculture
    • Estepp, C. M., Stripling, C. T., Conner, N. W., Giorgi, A., & Roberts, T. G. (2013). An examination of the learning activities, cognitive level of instruction, and teacher immediacy behaviors of successful instructors in a college of agriculture. Journal of Agricultural Education, 54(2), 15–28. 10.5032/jae.2013.02015.
    • (2013) Journal of Agricultural Education , vol.54 , Issue.2 , pp. 15-28
    • Estepp, C.M.1    Stripling, C.T.2    Conner, N.W.3    Giorgi, A.4    Roberts, T.G.5
  • 28
    • 0013317923 scopus 로고    scopus 로고
    • Critical thinking, cognitive presence, and computer conferencing in distance education
    • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.
    • (2001) American Journal of Distance Education , vol.15 , Issue.1 , pp. 7-23
    • Garrison, D.R.1    Anderson, T.2    Archer, W.3
  • 29
    • 0042727425 scopus 로고    scopus 로고
    • Content analysis of online discussion in an applied educational psychology course
    • Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), 115–152.
    • (2000) Instructional Science , vol.28 , Issue.2 , pp. 115-152
    • Hara, N.1    Bonk, C.J.2    Angeli, C.3
  • 30
    • 14744286083 scopus 로고    scopus 로고
    • A content analytic comparison of learning processes in online and face-to-face case study discussion. Journal of Computer-Mediated Communication, 10(2)
    • Heckman, R., & Annabi, H. (2005). A content analytic comparison of learning processes in online and face-to-face case study discussion. Journal of Computer-Mediated Communication, 10(2). Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2005.tb00244.x/abstract.
    • (2005) Retrieved from
    • Heckman, R.1    Annabi, H.2
  • 31
    • 44949097771 scopus 로고    scopus 로고
    • How the teacher’s role changes in online case study discussion
    • Heckman, R., & Annabi, H. (2006). How the teacher’s role changes in online case study discussion. Journal of Information Systems Education, 17(2), 141–150.
    • (2006) Journal of Information Systems Education , vol.17 , Issue.2 , pp. 141-150
    • Heckman, R.1    Annabi, H.2
  • 32
    • 84957539097 scopus 로고    scopus 로고
    • Creating a learning space in problem-based learning. Interdisciplinary Journal of Problem-based Learning, 7(1)
    • Hmelo-Silver, C. (2013). Creating a learning space in problem-based learning. Interdisciplinary Journal of Problem-based Learning, 7(1). Retrieved from http://docs.lib.purdue.edu/ijpbl/vol7/iss1/.
    • (2013) Retrieved from
    • Hmelo-Silver, C.1
  • 34
    • 0036109484 scopus 로고    scopus 로고
    • It’s harder than we thought it would be:” A comparative case study of expert-novice experimentation strategies
    • Hmelo-Silver, C. E., Nagarajan, A., & Day, R. S. (2002). “It’s harder than we thought it would be:” A comparative case study of expert-novice experimentation strategies. Science Education, 86, 219–243.
    • (2002) Science Education , vol.86 , pp. 219-243
    • Hmelo-Silver, C.E.1    Nagarajan, A.2    Day, R.S.3
  • 35
    • 85046450869 scopus 로고    scopus 로고
    • Asynchronous and synchronous e-learning. Educause Quarterly, 4, 51–55
    • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 4, 51–55. Retrieved from http://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning.
    • (2008) Retrieved from
    • Hrastinski, S.1
  • 37
    • 84867032801 scopus 로고    scopus 로고
    • Problem-oriented approaches in the context of health care education: Perspectives and lessons
    • Kang, W. C., Jordan, E., & Porath, M. (2009). Problem-oriented approaches in the context of health care education: Perspectives and lessons. Interdisciplinary Journal of Problem-Based Learning, 3(2), 43–62. 10.7771/1541-5015.1086.
    • (2009) Interdisciplinary Journal of Problem-Based Learning , vol.3 , Issue.2 , pp. 43-62
    • Kang, W.C.1    Jordan, E.2    Porath, M.3
  • 38
    • 84874013362 scopus 로고    scopus 로고
    • Interaction and the online distance classroom: Do instructional methods affect the quality of interaction?
    • Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods affect the quality of interaction? Journal of Computing in Higher Education, 23(2–3), 143–156.
    • (2011) Journal of Computing in Higher Education , vol.23 , Issue.2-3 , pp. 143-156
    • Kanuka, H.1
  • 39
    • 33845304717 scopus 로고    scopus 로고
    • Facilitating asynchronous discussions in learning communities: The impact of moderation strategies
    • Kienle, A., & Ritterskamp, C. (2007). Facilitating asynchronous discussions in learning communities: The impact of moderation strategies. Behavior and Information Technology, 26(1), 73–80.
    • (2007) Behavior and Information Technology , vol.26 , Issue.1 , pp. 73-80
    • Kienle, A.1    Ritterskamp, C.2
  • 40
    • 21044442407 scopus 로고    scopus 로고
    • Media richness or media naturalness? The evolution of our biological communication apparatus and its influence on our behavior toward e-communication tools
    • Kock, N. (2005). Media richness or media naturalness? The evolution of our biological communication apparatus and its influence on our behavior toward e-communication tools. IEEE Transactions on Professional Communication, 48(2), 117–130.
    • (2005) IEEE Transactions on Professional Communication , vol.48 , Issue.2 , pp. 117-130
    • Kock, N.1
  • 42
    • 84975816127 scopus 로고    scopus 로고
    • What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities
    • Lachner, A., Jarodzka, H., & Nuckles, M. (2016). What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities. Instructional Science, 44, 197–203. 10.1007/s11251-016-9376-y.
    • (2016) Instructional Science , vol.44 , pp. 197-203
    • Lachner, A.1    Jarodzka, H.2    Nuckles, M.3
  • 43
    • 84951990646 scopus 로고    scopus 로고
    • Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations
    • Lachner, A., & Nuckles, M. (2016). Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. Instructional Science, 44, 221–242. 10.1007/s11251-015-9365-6.
    • (2016) Instructional Science , vol.44 , pp. 221-242
    • Lachner, A.1    Nuckles, M.2
  • 44
    • 84867893882 scopus 로고    scopus 로고
    • Teacher question and student response with regard to cognition and language use
    • Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40, 857–874. 10.1007/s11251-011-9193-2.
    • (2012) Instructional Science , vol.40 , pp. 857-874
    • Lee, Y.1    Kinzie, M.B.2
  • 45
    • 21844521239 scopus 로고
    • Using the case method in teacher education: The role of discussion and experience in teachers’ thinking about cases
    • Levin, B. B. (1995). Using the case method in teacher education: The role of discussion and experience in teachers’ thinking about cases. Teaching & Teacher Education, 11, 63–79.
    • (1995) Teaching & Teacher Education , vol.11 , pp. 63-79
    • Levin, B.B.1
  • 46
    • 85034852327 scopus 로고    scopus 로고
    • Posting with intentionality in online instruction: Supporting instructors’ facilitation efforts
    • Lewandowski, J., van Barneveld, A., & Ertmer, P. A. (2016). Posting with intentionality in online instruction: Supporting instructors’ facilitation efforts. Educational Technology, 56(4), 15–21.
    • (2016) Educational Technology , vol.56 , Issue.4 , pp. 15-21
    • Lewandowski, J.1    van Barneveld, A.2    Ertmer, P.A.3
  • 47
    • 34248516078 scopus 로고    scopus 로고
    • Assessment of case study teaching: Where do we go from here? (Part II)
    • Lundeberg, M. A., & Yadav, A. (2006). Assessment of case study teaching: Where do we go from here? (Part II). Journal of College Science Teaching, 35(6), 8–13.
    • (2006) Journal of College Science Teaching , vol.35 , Issue.6 , pp. 8-13
    • Lundeberg, M.A.1    Yadav, A.2
  • 48
    • 84867964472 scopus 로고    scopus 로고
    • Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums
    • Mazzolini, M., & Maddison, S. (2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40, 237–253.
    • (2003) Computers & Education , vol.40 , pp. 237-253
    • Mazzolini, M.1    Maddison, S.2
  • 49
    • 34248674915 scopus 로고    scopus 로고
    • When to jump in: The role of the instructor in online discussion forums
    • Mazzolini, M., & Maddison, S. (2007). When to jump in: The role of the instructor in online discussion forums. Computers & Education, 49, 193–213.
    • (2007) Computers & Education , vol.49 , pp. 193-213
    • Mazzolini, M.1    Maddison, S.2
  • 51
    • 77951995869 scopus 로고    scopus 로고
    • Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation
    • McNeill, K., & Pimentel, D. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94, 203–229. 10.1002/sce.20364.
    • (2010) Science Education , vol.94 , pp. 203-229
    • McNeill, K.1    Pimentel, D.2
  • 53
    • 84860759972 scopus 로고    scopus 로고
    • Evaluating the quality of interaction in asynchronous discussion forums in fully online courses
    • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33(1), 5–30. 10.1080/01587919.2012.667957.
    • (2012) Distance Education , vol.33 , Issue.1 , pp. 5-30
    • Nandi, D.1    Hamilton, M.2    Harland, J.3
  • 56
    • 85046424636 scopus 로고    scopus 로고
    • Investigating Singapore pre-service teachers’ ill-structured problem-solving processes in an asynchronous online environment: Implications for reflective thinking. New Horizons in Education 54, 1–15
    • Ng, C. S. L., & Tan, C. (2006). Investigating Singapore pre-service teachers’ ill-structured problem-solving processes in an asynchronous online environment: Implications for reflective thinking. New Horizons in Education 54, 1–15. Retrieved from http://eric.ed.gov/?id=EJ847602.
    • (2006) Retrieved from
    • Ng, C.S.L.1    Tan, C.2
  • 58
    • 0001912383 scopus 로고
    • Designer thinking: How novices and experts think about instructional design
    • Perez, R. S., & Emery, C. D. (1995). Designer thinking: How novices and experts think about instructional design. Performance Improvement Quarterly, 8(3), 80–95.
    • (1995) Performance Improvement Quarterly , vol.8 , Issue.3 , pp. 80-95
    • Perez, R.S.1    Emery, C.D.2
  • 59
    • 84900384536 scopus 로고    scopus 로고
    • Exploring discipline differentiation in online discussion participation
    • Redmond, P., Devine, J., & Basson, M. (2014). Exploring discipline differentiation in online discussion participation. Australasian Journal of Educational Technology, 30(2), 122–135.
    • (2014) Australasian Journal of Educational Technology , vol.30 , Issue.2 , pp. 122-135
    • Redmond, P.1    Devine, J.2    Basson, M.3
  • 62
    • 84937853467 scopus 로고    scopus 로고
    • Case-based learning on web in higher education: A review of empirical research
    • Saleewong, D., Suwannatthachote, P., & Kuhakran, S. (2012). Case-based learning on web in higher education: A review of empirical research. Creative Education, 3, 31–34.
    • (2012) Creative Education , vol.3 , pp. 31-34
    • Saleewong, D.1    Suwannatthachote, P.2    Kuhakran, S.3
  • 63
    • 84936771747 scopus 로고    scopus 로고
    • Facilitating facilitators: Enhancing PBL through a structured facilitator development program
    • Salinitri, F. D., Wilhelm, S. M., & Crabtree, B. L. (2015). Facilitating facilitators: Enhancing PBL through a structured facilitator development program. Interdisciplinary Journal of Problem-Based Learning, 9(1), 73–82. 10.7771/1541-5015.1509.
    • (2015) Interdisciplinary Journal of Problem-Based Learning , vol.9 , Issue.1 , pp. 73-82
    • Salinitri, F.D.1    Wilhelm, S.M.2    Crabtree, B.L.3
  • 64
    • 85046442413 scopus 로고    scopus 로고
    • What makes a tutor effective? A structural-equation modeling approach to learning in problem-based curricula
    • Schmidt, H. G., & Moust, J. H. C. (2000). What makes a tutor effective? A structural-equation modeling approach to learning in problem-based curricula. Academic Medicine, 7, 708–714.
    • (2000) Academic Medicine , vol.7 , pp. 708-714
    • Schmidt, H.G.1    Moust, J.H.C.2
  • 65
    • 84936790290 scopus 로고    scopus 로고
    • A multilevel analysis of problem-based learning design characteristics
    • Scott, K. S. (2014). A multilevel analysis of problem-based learning design characteristics. Interdisciplinary Journal of Problem-based Learning. 10.7771/1541-5015.1420.
    • (2014) Interdisciplinary Journal of Problem-based Learning
    • Scott, K.S.1
  • 66
    • 70350357001 scopus 로고    scopus 로고
    • Theoretical foundations for enhancing social connectedness in online learning environments
    • Slagter van Tryon, P., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30, 291–315. 10.1080/01587910903236312.
    • (2009) Distance Education , vol.30 , pp. 291-315
    • Slagter van Tryon, P.1    Bishop, M.J.2
  • 67
    • 0035648739 scopus 로고    scopus 로고
    • Problem solving in a case-based course: Strategies for facilitating coached expertise
    • Stepich, D. A., Ertmer, P. A., & Lane, M. M. (2001). Problem solving in a case-based course: Strategies for facilitating coached expertise. Educational Technology Research and Development, 49(3), 53–69.
    • (2001) Educational Technology Research and Development , vol.49 , Issue.3 , pp. 53-69
    • Stepich, D.A.1    Ertmer, P.A.2    Lane, M.M.3
  • 68
    • 84878106021 scopus 로고    scopus 로고
    • The effects of successful versus failure-based cases on argumentation while solving decision-making problems
    • Tawfik, A., & Jonassen, D. (2013). The effects of successful versus failure-based cases on argumentation while solving decision-making problems. Educational Technology Research and Development, 61, 385–406.
    • (2013) Educational Technology Research and Development , vol.61 , pp. 385-406
    • Tawfik, A.1    Jonassen, D.2
  • 69
    • 0000066248 scopus 로고
    • Constructing a joint problem space: The computer as a tool for sharing knowledge
    • Lajoie SP, Derry SJ, (eds), Erlbaum, Hillsdale, NJ
    • Teasley, S., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 229–258). Hillsdale, NJ: Erlbaum.
    • (1993) Computers as cognitive tools , pp. 229-258
    • Teasley, S.1    Roschelle, J.2
  • 70
    • 84872338160 scopus 로고    scopus 로고
    • Essential elements in designing online discussions to promote cognitive presence—A practical experience
    • Wang, Y.-M., & Chen, D.-T. (2008). Essential elements in designing online discussions to promote cognitive presence—A practical experience. Journal of Asynchronous Learning Networks, 12(3–4), 157–177.
    • (2008) Journal of Asynchronous Learning Networks , vol.12 , Issue.3-4 , pp. 157-177
    • Wang, Y.-M.1    Chen, D.-T.2
  • 71
    • 85034814664 scopus 로고    scopus 로고
    • An expert facilitator’s use of social congruence, cognitive congruence, and expertise in a case-based instructional design course
    • Watson, S. L., Koehler, A. A., Ertmer, P. A., Rico, R., & Kim, W. (2017). An expert facilitator’s use of social congruence, cognitive congruence, and expertise in a case-based instructional design course. Interdisciplinary Journal of Problem-based Learning. 10.7771/1541-5015.1633.
    • (2017) Interdisciplinary Journal of Problem-based Learning
    • Watson, S.L.1    Koehler, A.A.2    Ertmer, P.A.3    Rico, R.4    Kim, W.5
  • 72
    • 84957847441 scopus 로고    scopus 로고
    • Engaging elementary students in learning science: An analysis of classroom dialogue
    • Watters, J. J., & Diezmann, C. M. (2016). Engaging elementary students in learning science: An analysis of classroom dialogue. Instructional Science, 44, 25–44.
    • (2016) Instructional Science , vol.44 , pp. 25-44
    • Watters, J.J.1    Diezmann, C.M.2
  • 73
    • 84857045345 scopus 로고    scopus 로고
    • What students learn in problem-based learning: A process analysis
    • Yew, E. H. J., & Schmidt, H. G. (2012). What students learn in problem-based learning: A process analysis. Instructional Science, 40, 371–395.
    • (2012) Instructional Science , vol.40 , pp. 371-395
    • Yew, E.H.J.1    Schmidt, H.G.2
  • 74
    • 84905572360 scopus 로고    scopus 로고
    • Student perceptions of facilitators’ social congruence, use of expertise, and cognitive congruence in problem-based learning
    • Yew, E. H. J., & Yong, J. J. Y. (2014). Student perceptions of facilitators’ social congruence, use of expertise, and cognitive congruence in problem-based learning. Instructional Science, 42, 795–815.
    • (2014) Instructional Science , vol.42 , pp. 795-815
    • Yew, E.H.J.1    Yong, J.J.Y.2
  • 77
    • 33750445982 scopus 로고    scopus 로고
    • Interaction and cognitive engagement: An analysis of four asynchronous online discussions
    • Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34, 451–480. 10.1007/s11251-006-0004-0.
    • (2006) Instructional Science , vol.34 , pp. 451-480
    • Zhu, E.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.