An observational study of teachers' and students' behaviors in synchronous online classrooms

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Carlos González, Daniel Ponce
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引用次数: 0

Abstract

Purpose

This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.

Design/methodology/approach

An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.

Findings

The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions.

Practical implications

In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.

Originality/value

Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.

同步在线课堂中师生行为的观察研究
目的本文首先旨在描述紧急远程教学中同步在线课堂上最普遍的教师和学生行为;其次,辨别行为特征;第三,研究哪些特征可以解释观察到的行为:最普遍的行为是:教师展示和学生接收,其次是教师引导和学生与课堂交谈。此外,聚类分析还显示出两个组别:传统组和互动组。本研究为充分发挥在线和混合式教学的潜力提供了观察证据。原创性/价值尽管在 COVID-19 期间同步在线授课非常普遍,但有关在这种情况下发生的实际行为的观察研究却很少。大多数研究都是基于调查和访谈。本研究填补了这一空白。
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来源期刊
Journal of Applied Research in Higher Education
Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.80%
发文量
63
期刊介绍: Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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