Signature Pedagogies in Online Classes

Brown, Barbara; Eaton, Sarah Elaine; Schroeder, Meadow

Signature Pedagogies in Online Classes

dc.contributor.author	Brown, Barbara
dc.contributor.author	Eaton, Sarah Elaine
dc.contributor.author	Schroeder, Meadow
dc.contributor.faculty	Werklund School of Education
dc.date.accessioned	2017-06-28T22:14:31Z
dc.date.available	2017-06-28T22:14:31Z
dc.date.issued	2017-05
dc.description.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.	en_US
dc.description.refereed	Yes	en_US
dc.description.sponsorship	University of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oil	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/5343
dc.identifier.uri	http://hdl.handle.net/1880/52113
dc.language	en
dc.publisher	University of Calgary	en_US
dc.publisher.faculty	Werklund School of Education	en_US
dc.publisher.institution	University of Calgary	en_US
dc.subject	online learning	en_US
dc.subject	synchronous	en_US
dc.subject	signature pedagogies	en_US
dc.subject	higher education	en_US
dc.title	Signature Pedagogies in Online Classes	en_US
dc.type	unknown