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dc.contributor.authorBrown, Barbara
dc.contributor.authorEaton, Sarah Elaine
dc.contributor.authorSchroeder, Meadow
dc.description.abstractInstructors 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.en_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.publisherUniversity of Calgaryen_US
dc.subjectonline learningen_US
dc.subjectsignature pedagogiesen_US
dc.subjecthigher educationen_US
dc.titleSignature Pedagogies in Online Classesen_US
dc.contributor.facultyWerklund School of Education
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US

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