Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Studia Paedagogica
ISSN
1803-7437
e-ISSN
2336-4521
Svazek periodika
27
Číslo periodika v rámci svazku
2
Stát vydavatele periodika
CZ - Česká republika
Počet stran výsledku
26
Strana od-do
9-34
Kód UT WoS článku
—
EID výsledku v databázi Scopus
2-s2.0-85148363672