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

J 2022

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

LINTNER, Tomáš a Klára ŠEĎOVÁ

Základní údaje

Originální název

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

Autoři

LINTNER, Tomáš (703 Slovensko, garant, domácí) a Klára ŠEĎOVÁ (203 Česká republika, domácí)

Vydání

Studia Paedagogica, Masaryk University, Faculty of Arts, 2022, 1803-7437

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/22:00127208

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.5817/SP2022-2-1

Klíčová slova anglicky

emergency remote teaching; online learning; COVID teaching; interactive lessons; case study; mixed design

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 23. 6. 2023 14:07, Tomáš Lintner, Ph.D.

Anotace

V originále

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.

Návaznosti

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

MUNI/IGA/1350/2020, interní kód MU

Název: Studying Student Communication During Synchronous Online University Teaching with Social Network Analysis

Investor: Masarykova univerzita, Studying Student Communication During Synchronous Online University Teaching with Social Network Analysis

Přiložené soubory

Lintner___Sedova_2022.pdf

Vyhledat podobné dokumenty

Citovat

LINTNER, Tomáš a Klára ŠEĎOVÁ. Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching. Studia Paedagogica. Masaryk University, Faculty of Arts, 2022, roč. 27, č. 2, s. 9-34. ISSN 1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2022-2-1.

@article{2233301,
   author = {Lintner, Tomáš and Šeďová, Klára},
   article_number = {2},
   doi = {http://dx.doi.org/10.5817/SP2022-2-1},
   keywords = {emergency remote teaching; online learning; COVID teaching; interactive lessons; case study; mixed design},
   language = {eng},
   issn = {1803-7437},
   journal = {Studia Paedagogica},
   title = {Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching},
   url = {https://journals.phil.muni.cz/studia-paedagogica/article/view/33058},
   volume = {27},
   year = {2022}
}

TY  - JOUR
ID  - 2233301
AU  - Lintner, Tomáš - Šeďová, Klára
PY  - 2022
TI  - Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching
JF  - Studia Paedagogica
VL  - 27
IS  - 2
SP  - 9-34
EP  - 9-34
PB  - Masaryk University, Faculty of Arts
SN  - 18037437
KW  - emergency remote teaching
KW  - online learning
KW  - COVID teaching
KW  - interactive lessons
KW  - case study
KW  - mixed design
UR  - https://journals.phil.muni.cz/studia-paedagogica/article/view/33058
N2  - 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.
ER  -

LINTNER, Tomáš a Klára ŠEĎOVÁ. Aiming for active student participation in online university lessons : A case study of two teachers during emergency remote teaching. \textit{Studia Paedagogica}. Masaryk University, Faculty of Arts, 2022, roč.~27, č.~2, s.~9-34. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2022-2-1.

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