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1 – 1 of 1Carlos González and Daniel Ponce
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…
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.
Details