Document Type

Article

Publication Date

7-27-2020

Publisher

Emerald

Source Publication

Information and Learning Sciences

Source ISSN

2398-5348

Abstract

A central premise across a variety of educational research and policy documents is that students learn with greater understanding in classrooms where they engage in exploring, reasoning, and communicating about their thinking (Hiebert and Wearne, 1993; National Council of Teachers of English, 2016; National Council of Teachers of Mathematics, 2000). With the recent emergency transition to remote online instruction in higher education, opportunities for rich synchronous learning have been diminished in many courses. Most instructors have had to adapt rapidly from in-person classroom settings to online environments without sufficient time and training. Accordingly, college students have shared concerns about the lack of opportunities to interact with others. We offer a design case (Boling, 2010), based on the recent experiences of the first author, capturing an approach to making the transition from in-person to remote learning while maintaining a course’s synchronous, dialogic nature. We describe principles of instructional design and implementation that became salient in this case, grounding our account in evidence from student voices and perspectives. We investigate how these principles might make a shift to synchronous online instruction manageable for instructors.

Comments

Accepted version. Information and Learning Sciences, Vol. 121, No. 5/6 (July 27, 2020): 391-400. DOI. © 2020 Emerald. Used with permission.

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