Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F22%3A00127208" target="_blank" >RIV/00216224:14210/22:00127208 - isvavai.cz</a>

Result on the web

<a href="https://journals.phil.muni.cz/studia-paedagogica/article/view/33058" target="_blank" >https://journals.phil.muni.cz/studia-paedagogica/article/view/33058</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2022-2-1" target="_blank" >10.5817/SP2022-2-1</a>

Result language

angličtina

Original language name

Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching

Original language description

While learning is most effective when students are actively engaged, student participation in university classrooms is usually dominated by monologic teacher talk. Digital technologies are often seen as a way to enhance active student participation, yet most reports show that the emergency remote teaching that used digital technologies during the COVID pandemic worsened student participation. We look at active student participation in the synchronous online university lessons of two teachers with shared views on the importance of active student participation but differing approaches to online teaching. We employed a range of tools, including multiple lesson observations over time, line-by-line micro-analysis of the lessons, analysis of discourse moves based on Hardman’s coding system, network visualizations of interactions, and interviews with the teachers reflecting on their teaching. With these tools, we aimed to link the teachers’ views of online teaching with their teaching practices and with the resulting active student participation in their online lessons. The findings of our study indicate that teachers’ views of online teaching can significantly influence their teaching practices. We found that the view that online teaching can serve as a substitute for contact teaching has a detrimental effect on teacher ability to employ the practices necessary for active student participation in online settings. We suggest abandoning the idea of online teaching as a substitute for contact teaching. Instead, online and contact teaching should be seen as two distinct entities requiring different teaching practices. We discuss specific teaching practices that we observed in relation to their role in promoting active student participation in online lessons.

Czech name

—

Czech description

—

Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/LX22NPO5101" target="_blank" >LX22NPO5101: The National Institute for Research on the Socioeconomic Impact of Diseases and Systemic Risks</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Studia Paedagogica

ISSN

1803-7437

e-ISSN

2336-4521

Volume of the periodical

27

Issue of the periodical within the volume

2

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

26

Pages from-to

9-34

UT code for WoS article

—

EID of the result in the Scopus database

2-s2.0-85148363672