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Online lesson study: virtual teaming in a new normal

Sui Lin Goei (LEARN! Learning Sciences, VU Amsterdam, Amsterdam, The Netherlands) (Department of Human Movement and Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands)
Wouter R. van Joolingen (Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, The Netherlands)
Floortje Goettsch (Teacher Education for Secondary Schools, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands)
Anne Khaled (Department Learning and Innovation, HU University of Applied Sciences Utrecht, Utrecht, The Netherlands)
Tom Coenen (ELAN, Faculty of Behavioral, Management and Social Sciences, University of Twente, Enschede, The Netherlands)
Sjors G.J.G. In ’t Veld (Teacher Academy, VU Amsterdam, The Netherlands)
Siebrich de Vries (Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands)
Tijmen M. Schipper (Department of Human Movement and Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 14 January 2021

Issue publication date: 11 May 2021

483

Abstract

Purpose

The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.

Design/methodology/approach

A theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.

Findings

Setting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.

Practical implications

The set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.

Originality/value

The original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.

Keywords

Citation

Goei, S.L., van Joolingen, W.R., Goettsch, F., Khaled, A., Coenen, T., In ’t Veld, S.G.J.G., de Vries, S. and Schipper, T.M. (2021), "Online lesson study: virtual teaming in a new normal", International Journal for Lesson and Learning Studies, Vol. 10 No. 2, pp. 217-229. https://doi.org/10.1108/IJLLS-09-2020-0078

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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