Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

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Author(s): Courtney K. Baker (George Mason University, Fairfax, USA)and Margret Hjalmarson (George Mason University, Fairfax, USA)
Copyright: 2021
Pages: 18
Source title: Research Anthology on Developing Effective Online Learning Courses
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-8047-9.ch060

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

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Abstract

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.

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Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

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