Problem-solving in a case-based course: Strategies for facilitating coached expertise

This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics at times, sander some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37 students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across students, as well as across tune, to examine patterns and changes in student problem-solving approaches. Findings suggested that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized as "coached expertise." Specific suggestions are included for coaching the development of student problem-solving skills within a case-based course.