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Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

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  • Courtney K. Baker

    (George Mason University, Fairfax, USA)

  • Margret Hjalmarson

    (George Mason University, Fairfax, USA)

Abstract

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

Suggested Citation

  • Courtney K. Baker & Margret Hjalmarson, 2019. "Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 14(1), pages 1-16, January.
    • Handle: RePEc:igg:jwltt0:v:14:y:2019:i:1:p:1-16
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