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Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

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: 2019
Volume: 14
Issue: 1
Pages: 16
Source title: International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)
Editor(s)-in-Chief: Mahesh S. Raisinghani (Texas Woman's University, USA)
DOI: 10.4018/IJWLTT.2019010101

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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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