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
Yujie Yan, Mingzhang Zuo, Heng Luo
{"title":"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","authors":"Yujie Yan,&nbsp;Mingzhang Zuo,&nbsp;Heng Luo","doi":"10.1016/j.compedu.2024.105153","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"222 ","pages":"Article 105153"},"PeriodicalIF":8.9000,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom\",\"authors\":\"Yujie Yan,&nbsp;Mingzhang Zuo,&nbsp;Heng Luo\",\"doi\":\"10.1016/j.compedu.2024.105153\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":10568,\"journal\":{\"name\":\"Computers & Education\",\"volume\":\"222 \",\"pages\":\"Article 105153\"},\"PeriodicalIF\":8.9000,\"publicationDate\":\"2024-09-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Computers & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0360131524001672\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers & Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0360131524001672","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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
Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards Reducing interpretative ambiguity in an educational environment with ChatGPT Editorial Board “Storytelling and educational robotics: A scoping review (2004–2024)” Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1