| Autor: |
Courtney K. Baker, Margret Hjalmarson |
| Rok vydání: |
2021 |
| Předmět: |
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| Popis: |
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. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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