Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

2021 ◽  
pp. 1228-1245
Author(s):  
Courtney K. Baker ◽  
Margret Hjalmarson
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Teacher Leaders ◽  
Learning Opportunities ◽  
Specific Interactions ◽  
Student Interactions ◽  
Synchronous Learning ◽  
Self Study ◽  
Collaborative Learning Environment ◽  
Instructional Decision

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

2019 ◽  
Vol 14 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Courtney K. Baker ◽  
Margret Hjalmarson
Keyword(s):  
Learning Environment ◽  
Teacher Leaders ◽  
Learning Opportunities ◽  
Online Learning Environment ◽  
Specific Interactions ◽  
Student Interactions ◽  
Synchronous Learning ◽  
Self Study ◽  
Collaborative Learning Environment ◽  
Instructional Decision

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

scholarly journals Technology Enhanced Distance Learning Utilising Sakai CLE and Adobe Connect Pro

2010 ◽  
pp. 81-104
Author(s):  
Juley McGourty ◽  
Angelica Risquez
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Educational Quality ◽  
Student Attendance ◽  
Interactive Environment ◽  
On Line ◽  
Collaborative Learning Environment ◽  
Pedagogical Innovations ◽  
The University

On-line environments have been incorporated in the Distance learning programmes of the International Equine Institute (IEI) in order to address concerns about streamlining assessment turn-around, distance student attendance at tutorials, providing more detailed and quicker assignment feedback, student peer interaction, student to tutor1 interaction and, of course, student support. The overriding concern was to provide a more flexible, active learning environment to develop and enhance learning opportunities while, concurrently, integrating more closely the learning activities of the student with the University of Limerick (UL) community. The impetus, therefore, was to make studies convenient and attractive to the location of the distance student, while maintaining educational quality through the provision of pedagogical innovations and at the same time providing a social and interactive environment to support the distance student. In so doing, the IEI uses the collaborative learning environment (CLE) Sakai (www.Sakaiproject.org) to support the distance student and also utilises Adobe Connect Pro™ to deliver on-line synchronous desktop-to-desktop tutorials. This chapter outlines aspects drawn from our experiences with the on-line support and delivery of distance learning programmes. Throughout, various recommendations on enhancing the experiences for students are also presented.

scholarly journals International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series

2021 ◽  
Vol 54 (4) ◽  
pp. 239-242
Author(s):  
Christine A. Espin ◽  
Natalie Förster ◽  
Suzanne E. Mol
Keyword(s):  
Decision Making ◽  
General Education ◽  
International Perspective ◽  
Series Data ◽  
Instructional Decision Making ◽  
Special Series ◽  
Use Of Data ◽  
International Perspectives ◽  
Based Instruction ◽  
Instructional Decision

This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers’ use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers’ data-based instructional decision making for students with or at-risk for learning disabilities, and to further the development of approaches for improving teachers’ ability to plan, adjust, and adapt instruction in response to data.

scholarly journals Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

2021 ◽  
Author(s):  
Lorena Solvang ◽  
Jesper Haglund
Keyword(s):  
Learning Environment ◽  
Video Data ◽  
Digital Learning ◽  
School Students ◽  
Representational Competence ◽  
Physics Students ◽  
Digital Learning Environment ◽  
Upper Secondary ◽  
Collaborative Learning Environment ◽  
Why Questions

AbstractThe present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) of students’ interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students’ interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students’ gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation—features connected with microscopic aspects of friction—triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students’ representational competence by bringing attention to the role of students’ generation of improvised representations in the processes of learning with and about representations.

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