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Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

Courtney K. Baker, Margret Hjalmarson
Copyright: © 2019 |Volume: 14 |Issue: 1 |Pages: 16
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781522564027|DOI: 10.4018/IJWLTT.2019010101
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MLA

Baker, Courtney K., and Margret Hjalmarson. "Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences." IJWLTT vol.14, no.1 2019: pp.1-16. http://doi.org/10.4018/IJWLTT.2019010101

APA

Baker, C. K. & Hjalmarson, M. (2019). Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 14(1), 1-16. http://doi.org/10.4018/IJWLTT.2019010101

Chicago

Baker, Courtney K., and Margret Hjalmarson. "Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 14, no.1: 1-16. http://doi.org/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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