Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions

Park, Jeong-bin Hannah; Schallert, Diane L.; Sanders, Anke J.Z.; Williams, Kyle M.; Seo, Eunjin; Yu, Li-Tang; Vogler, Jane S.; Song, Kwangok; Williamson, Zachary H.; Knox, Marissa C.

doi:10.1016/j.compedu.2014.11.019

Cited by 44 publications

(30 citation statements)

References 22 publications

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“…However, Sergiovanni (1994) revealed the need for teachers to play a pivotal role in creating an environment that fosters a strong sense of community and bond students and instructors through shared goals and values. This assertion is consistent with studies that indicated the importance of the teacher's presence in improving students' online interaction (Cho & Tobias, 2016;Schallert et al, 2015). When the instructor helps students understand that they matter to each other and the group and share common goals, problems, and purpose, learners will be able to keep their collective commitment to each other, therefore, guidance and counselling sessions may motivate students to recognise the importance of peer learning in the new learning model.…”

Section: Discussionsupporting

confidence: 83%

The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

Mafugu

2021

CJES

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Because of the outbreak of the COVID-19 pandemic, there was an emergency shift to online learning in tertiary institutions worldwide. Here, I aimed to determine the impact of guided peer-peer interaction on students' achievement. A Biology Achievement Test was used to collect data. I used a quasi-experimental design and analysed the data using the independent sample t-test and one-way ANOVA. A comparison of the experimental group mean marks before and after the lockdown did not reveal significant differences. However, the control group’s mean mark was significantly higher before than during the lockdown period. Before the lockdown, the performance of the experimental group did not show any significant difference with that of the control group. There was a significant difference in performance between the two groups during the lockdown. Lecturer guided interaction had a significant impact while the digital divide did not have a significant impact on students’ performance. Keywords: online learning; tertiary institutions; peer-peer interaction; digital divide

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Section: Discussionsupporting

confidence: 83%

The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

Mafugu

2021

CJES

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“…This perspective emphasizes the crucial role of collaboration between novice and expert students or the instructor and the students in knowledge construction (Daniels, 2001). In line with the aforementioned theories, Meeuwisse, Severiens, and Born (2010) and Schallert et al (2015) highlighted the positive effect of the students-students' and teacher-students' interaction in academic contexts.…”

Section: Introductionmentioning

confidence: 56%

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

Beiki

Gharagozloo

Raissi

2020

Asian. J. Second. Foreign. Lang. Educ.

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Writing is considered a very complicated task for many EFL students and Iranian EFL learners have many problems in this regard. Present study through a mixed method design, attempted to investigate the effect of Structured Collaborative (SC) pre-writing task versus Unstructured Collaborative (USC) pre-writing task on the writing ability of Iranian EFL students. Among a population of 300 freshmen learners of English language translation of Islamic Azad University, 169 students were selected based on criterion sampling. The criteria for selecting the sample were English language proficiency of the learners, age of the participants and major of their study. On the other hand, 30 teachers were selected based on convenience sampling for the interview part of the study. Then the students were assigned to Unstructured Collaborative (USC), and Structured Collaborative (SC) pre-writing groups. These two clusters were considered as experimental group and as control group. The study was implemented over a period of 16 weeks and involved pre and post-tests. Results of the quantitative data analysis shows that students’ writing proficiency in both groups were improved. However, the outcomes of the study reveals that the (USC) group outperformed the (SC) group. The qualitative data analysis through classroom observation and teachers interview reveals that teachers of (IAU) practiced the collaborative tasks at the three stages of writing in their classes and they also favored and applied the five components of Cooperative Learning (CL). In this study, the researchers took the initiative to make a distinction between structured and unstructured collaborative pre-writing tasks. Consequently, the results of the current study are of benefit for several groups of people, namely language practitioners, university students and educational administrators.

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“…It is important to note that the teacher in this study did not have an explicit goal to move students through inquiry levels, but rather aimed to support students in their learning through whatever path the discussion might take. In previous work, we have found that in online discussion, the teacher role can be enacted by students, not just the instructor (Park et al, 2015). It would be interesting to study face-to-face discussion and CMD to explore how various inquiry moves are used across the two settings and to triangulate inquiry moves with other data sources such as student perceptions of learning, self-reported motivation, and course performance.…”

Section: Discussionmentioning

confidence: 99%

“I wonder if …”

Williams

Park

Gaines

et al. 2016

Literacy Research: Theory, Method, and Practice

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Current views of literacy have expanded to encompass how individuals in sociocultural systems make meaning as they ''read'' and ''write'' their world. From this view, the work of students involved in pursuing deeper understandings as they discuss course concepts is a literacy act. This study focused on the inquiry and questioning moves of graduate students as they participated in nine online classroom discussions about course concepts. A coding scheme adapted from several researchers interested in inquiry and knowledge co-construction was applied to the students' comments posted in synchronous online discussion. Findings indicated that students used various inquiry moves to engage actively with course ideas, with some moves more popular than others, and with some students using a wider variety of moves than others. Although the most common moves were of those reacting to others' comments with an interpretation, supporting evidence, or more thoroughly explaining a previously shared idea, threads often developed into more sophisticated inquiry exchanges through ''inferences'' and ''critical evaluations.'' Implications are offered for the use of

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Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions

Cited by 44 publications

References 22 publications

The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

The effect of structured versus unstructured collaborative pre-writing task on writing skills of the Iranian EFL students

“I wonder if …”

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