Dialogue in Online Learning Spaces: How Transitioning to Online Learning during a Pandemic Impacts Critical Classroom Dialogue and Inclusivity

Sousa, Alexandra N.

doi:10.14434/jotlt.v10i1.31383

Cited by 10 publications

(7 citation statements)

References 13 publications

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“…The assignment is widely considered adequate for online learning (Hosseini & Mehraein, 2022). However, in reality, most junior high school students do not understand the assignments given online, so they cannot complete the tasks given by the teacher properly (Sousa, 2021). Students are less responsive when asked to do assignments.…”

Section: Discussionmentioning

confidence: 99%

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Murniasih

Suwanti²,

Syaharuddin³

et al. 2022

jel

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The spread of the coronavirus has caused learning that was previously carried out offline to be online. It causes didactic obstacles in learning when implementing online learning. Research related to didactic obstacles has been widely studied from the perceptions of teachers and students but has not been widely studied from the point of view of prospective teachers. The purpose of this study is to investigate the didactic obstacles that arise in terms of the perceptions of prospective teachers in online mathematics learning. The method used in this research is descriptive qualitative. The research subjects were 18 prospective teachers divided into six groups, each consisting of three prospective teachers. The research locations were taken in two locations: East Java and Nusa Tenggara Timur (NTT). The instruments used include assignment sheets, field notes, field observations, and sheets for interviews with mathematics teachers in junior high schools. The triangulation technique compares the data from observations, interview recordings, and descriptions of answers. The research findings show that the biggest didactic obstacle occurs in the giving of too many assignments by the teacher to students. Giving too many assignments makes the quality of student work low. This result implies that teachers think giving students many assignments is natural so that all material is conveyed during the pandemic. It contradicts the perception of prospective teachers.

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Section: Discussionmentioning

confidence: 99%

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Murniasih

Suwanti²,

Syaharuddin³

et al. 2022

jel

View full text Add to dashboard Cite

show abstract

“…With the shift to online learning during the COVID-19 pandemic, professors were ill-equipped to transform face-to-face classroom dialogue into meaningful connectivity with and between students. However, interpersonal relationships may still be achieved through discussion posts, especially if different media (written text, audio, video;Sousa, 2021) and in-class opportunities to share personal experiences (Mehta & Aguilera, 2020) are provided. Future studies measuring the impact of online learning on student belongingness, campus climate, and well-being should be conducted as students return to in-person learning.…”

Section: Discussionmentioning

confidence: 99%

Sense of Belonging and Social Climate in an Official Language Minority Post-Secondary Setting

Penner¹,

Moissac

Rocque³

et al. 2021

CJHE

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Perceived sense of belonging and positive social climate on campus are crucial elements for post-secondary students, as they contribute to academic achievement, positive mental health, and help-seeking. Few studies have explored post-secondary students’ sense of belonging and perceptions of social climate in an official language minority campus, which attract Canadian-born francophones, anglophones who pursue higher education in their second language, and francophone international students. With declining student mental health and greater ethnolinguistic diversity of post-secondary students on Canadian campuses, this important study aims to explore francophone students’ perceived sense of belonging and social climate on campus. In total, 35 students from different ethnolinguistic backgrounds took part in focus groups or individual interviews. Domestic students with French as their first language more often reported positive social climate on campus and a sense of belonging, in contrast to international students and students with French as a second language. A common obstacle to connecting with others was language insecurity in one of the official languages, as both are currently used on campus. Universities hosting students of multiple linguistic diversities should provide courses and campus events to stimulate intercultural knowledge and dialogue.

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“…While once a novel way to replicate the "lively classroom discussion" in online spaces, in the decades since the advent of online learning, the discussion post has been criticized for its over-use and that it can be exhausting for instructors to effectively manage (Lieberman, 2019) and difficult for students to navigate, follow discussions, and stay motivated to post (de Lima et al, 2019). Overall, studies suggest that this format may not yield the depth of authenticity, reflection, and critical analysis expected at the post-secondary level (Sousa, 2021) and suggest that online course platforms can be challenging spaces for students to develop a sense of community, confidence, and belonging (Poquet et al, 2017).…”

Section: Setting: a Context For Innovationmentioning

confidence: 99%

What's better than the asynchronous discussion post?

2022

JALT

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The "discussion post" has been a staple in higher education online classrooms for decades. While educators of online learning widely rely on asynchronous discussion posting to engage students using institutional learning management systems (LMS), discussion posting requires mediation and motivation to sustain participation, is considered taskoriented by students, and has been frequently criticized for inauthentic dialogue. The Slides Strategy, which utilizes a collaborative Google Slide deck in concert with Parallaxic Praxis, a knowledge-generating framework, creates an effective environment for meaningful engagement -demonstrating student understanding of material, creating classroom community, and provoking rich, critical dialogue. Collaborative slides used as a pedagogical tool in this way encourage value of all perspectives, diverse modality and thought, and inclusivity through a platform that allows different literacies to cohabitate, working toward decolonizing academia. This paper contextualizes reflections from five asynchronous online courses taught by different instructors, and provides evidence assessing the effectiveness of this strategy through instructor and student perspectives. As educational institutions continue to grapple with an increasing reliance on, and need for, innovative, dynamic, and supportive online learning environments in a post-pandemic landscape, the Slides Strategy moves the online discussion post to a more authentic and critically reflexive academic conversation.

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Dialogue in Online Learning Spaces: How Transitioning to Online Learning during a Pandemic Impacts Critical Classroom Dialogue and Inclusivity

Cited by 10 publications

References 13 publications

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Sense of Belonging and Social Climate in an Official Language Minority Post-Secondary Setting

What's better than the asynchronous discussion post?

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