Informace o publikaci
How to make interaction at university online lessons work? Insights from a Czech University during emergency remote teaching
| Autoři | |
|---|---|
| Rok publikování | 2022 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Although learning is most effective when students are actively involved in a dialogic co-construction of meaning (Wells & Arauz, 2006) 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 (Wood et al., 2018) with little space for student active learning and engagement (Borte 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? In the thematic text to the ECER 2022 conference, EERA (2022) argues that the unprecedented actions resulting from the pandemic resulted in collective global solutions being applied to many challenges of the pandemic. These global solutions also lead to homogenization of educational practices and they will impact educational practices in the future globally. We believe that online teaching in higher education is one of the solutions with the pandemic serving as a catalyst making online mode the new “normal” of university teaching. 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. |
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