Signature Pedagogies in Online Classes
University of Calgary
Instructors design interactivity during online sessions in different ways. In this exploratory study, researchers examined which signature pedagogies provided successful learning during online synchronous sessions. Researchers analysed online recordings of synchronous sessions from four courses throughout one semester and after each session students were invited to complete a survey to gather their perceptions about the learning activities. The preliminary findings inform future designs for online courses that incorporate synchronous sessions to foster a community of inquiry. Teachers using technologies for blended learning or those teaching fully online may be interested in the findings from this study.
online learning, synchronous, signature pedagogies, higher education