{"title":"An observational study of teachers' and students' behaviors in synchronous online classrooms","authors":"Carlos González, Daniel Ponce","doi":"10.1108/jarhe-07-2023-0277","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Research in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jarhe-07-2023-0277","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.
Design/methodology/approach
An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.
Findings
The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions.
Practical implications
In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.
Originality/value
Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.
期刊介绍:
Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices