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Signature Pedagogies in Online Classes

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Author
Brown, Barbara
Eaton, Sarah Elaine
Schroeder, Meadow
Faculty
Werklund School of Education
Accessioned
2017-06-28T22:14:31Z
Available
2017-06-28T22:14:31Z
Issued
2017-05
Subject
online learning
synchronous
signature pedagogies
higher education
Type
unknown
Metadata
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Abstract
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.
Refereed
Yes
Sponsorship
University of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oil
Faculty
Werklund School of Education
Institution
University of Calgary
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5343
Uri
http://hdl.handle.net/1880/52113
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