调查共同教学的存在及其对学生参与的影响:关于混合同步课堂的混合方法研究

IF 8.9 1区 教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Computers & Education Pub Date : 2024-09-04 DOI:10.1016/j.compedu.2024.105153
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引用次数: 0

摘要

共同教学是具有不同专长的专业同行之间的合作关系,共同授课,分担教学责任,被公认为是一种有效的教学策略,并已得到广泛实施。在教育实践中越来越多地使用信息和通信技术,这可能会扩大教师跨校合作的机会,从而带来潜在的益处。在混合式同步教学中,在线教师和现场教师如何共同教学,以及其对学生参与的效果如何,目前仍不清楚。本文从教学临场感的角度出发,介绍了一个连续研究设计的结果,以揭示混合式同步课堂中共同教学临场感的特点及其对学生参与度的影响。在研究一中,通过人种学观察和访谈收集的定性数据展示了如何创建共同教学临场及其要素:教学设计和组织、促进话语、直接教学、评估、辅助教学、组织和管理以及情感支持。研究二是一项定量研究,对 268 名学生进行了自我报告问卷调查,以进一步验证共同教学存在要素对学生参与度的影响。基于分层回归分析,结果证明学生的参与度受益于合作教学;现场教师的情感支持对维持学生参与度的影响最大。本文还讨论了其他发现、影响、局限性和研究方向。
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Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom

Co-teaching, a partnership between professional peers with different expertise to jointly deliver instruction and divide teaching responsibility, is recognized as an effective teaching strategy that has been widely implemented. The increased use of information and communication technologies in educational practices may expand the opportunities for potentially beneficial teacher collaboration across schools. How the online teacher and the on-site teacher co-teach in blended synchronous teaching and learning, as well as its effectiveness on student engagement, remains unclear. This paper presents the results from a sequential research design from the teaching presence perspective to shed light on the characteristics of co-teaching presence and its effect on student engagement in the blended synchronous classroom. In study one, qualitative data collected through ethnographic observation and interviews exhibited how the co-teaching presence was created and its elements: instructional design and organization, facilitating discourse, direct instruction, assessment, supplementary instruction, organization and management, and affective support. Study two was a quantitative study that applied a self-report questionnaire to 268 students to further verify the effects of elements of co-teaching presence on student engagement. Based on hierarchical regression analyses, the results provided evidence that student engagement benefits from collaborative teaching; the on-site teacher's affective support had the greatest influence on sustaining student engagement. Additional findings, implications, limitations, and research directions are discussed.

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来源期刊
Computers & Education
Computers & Education 工程技术-计算机:跨学科应用
CiteScore
27.10
自引率
5.80%
发文量
204
审稿时长
42 days
期刊介绍: Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.
期刊最新文献
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