How to make interaction at university online lessons work?
Insights from emergency remote teaching

a 2023

How to make interaction at university online lessons work? Insights from emergency remote teaching

LINTNER, Tomáš a Silvia KOPP-SIXT

Základní údaje

Originální název

How to make interaction at university online lessons work? Insights from emergency remote teaching

Autoři

LINTNER, Tomáš a Silvia KOPP-SIXT

Vydání

2. Grazer Berufsbildungskongress 2023, 2023

Další údaje

Jazyk

angličtina

Typ výsledku

Konferenční abstrakt

Obor

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

Stát vydavatele

Rakousko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

online teching; emergency remote teaching; COVID teaching; dialogic teaching

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 22. 3. 2024 11:43, Mgr. et Mgr. Lucie Racyn

Anotace

V originále

Although learning is most effective when students are actively involved in a dialogic co-construction of meaning and the more students talk, discuss, and argue, the better they learn (Bernard et al., 2009), investigators often demonstrate that student participation in university classroom dialogue is dominated by monologic teacher talk combined with brief student utterances with little space for student active learning and engagement (Børte et al., 2020). Digital technologies are often seen as a way to enhance interaction (Englund et al., 2017), yet most reports show that the emergency remote teaching due to the COVID pandemic only worsened interaction in university lessons (Ferri et al., 2020). This study provides an in-depth view into interaction in synchronous online university lessons during the pandemic aiming to address the following question: How can practitioners at universities promote interactive online lessons? Even though contact teaching at universities will gradually resume, we believe that online teaching will necessarily play an increasingly more important role in university education of the future. Therefore, we believe that results of our study are relevant to practitioners beyond emergency remote teaching as they concern any form of online teaching.

Návaznosti

MUNI/A/1401/2022, interní kód MU

Název: Výstupy učení v kontextu faktorů vzdělávacích institucí

Investor: Masarykova univerzita, Výstupy učení v kontextu faktorů vzdělávacích institucí

Citovat

LINTNER, Tomáš a Silvia KOPP-SIXT. How to make interaction at university online lessons work? Insights from emergency remote teaching. In 2. Grazer Berufsbildungskongress 2023. 2023.

@proceedings{2274597,
   author = {Lintner, Tomáš and KoppandSixt, Silvia},
   booktitle = {2. Grazer Berufsbildungskongress 2023},
   keywords = {online teching; emergency remote teaching; COVID teaching; dialogic teaching},
   language = {eng},
   title = {How to make interaction at university online lessons work? Insights from emergency remote teaching},
   url = {https://www.conftool.net/berufsbildungskongress2023/index.php?page=browseSessions&form_session=7},
   year = {2023}
}

TY  - CONF
ID  - 2274597
AU  - Lintner, Tomáš - Kopp-Sixt, Silvia
PY  - 2023
TI  - How to make interaction at university online lessons work? Insights from emergency remote teaching
KW  - online teching
KW  - emergency remote teaching
KW  - COVID teaching
KW  - dialogic teaching
UR  - https://www.conftool.net/berufsbildungskongress2023/index.php?page=browseSessions&form_session=7
N2  - Although learning is most effective when students are actively involved in a dialogic co-construction of meaning and the more students talk, discuss, and argue, the better they learn (Bernard et al., 2009), investigators often demonstrate that student participation in university classroom dialogue is dominated by monologic teacher talk combined with brief student utterances with little space for student active learning and engagement (Børte et al., 2020). Digital technologies are often seen as a way to enhance interaction (Englund et al., 2017), yet most reports show that the emergency remote teaching due to the COVID pandemic only worsened interaction in university lessons (Ferri et al., 2020). This study provides an in-depth view into interaction in synchronous online university lessons during the pandemic aiming to address the following question: How can practitioners at universities promote interactive online lessons? Even though contact teaching at universities will gradually resume, we believe that online teaching will necessarily play an increasingly more important role in university education of the future. Therefore, we believe that results of our study are relevant to practitioners beyond emergency remote teaching as they concern any form of online teaching.
ER  -

LINTNER, Tomáš a Silvia KOPP-SIXT. How to make interaction at university online lessons work? Insights from emergency remote teaching. In \textit{2. Grazer Berufsbildungskongress 2023}. 2023.

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