Insights into a Community of Inquiry that emerged during academics’ emergency remote university teaching of chemistry in response to concern for students

PurposeThis 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/approachAn adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.FindingsThe 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 implicationsIn 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/valueDespite 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.

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AI-Driven Innovations in Pedagogical and Andragogical Approaches

Asrifan,

Shafa,

Octaberliana

et al. 2024

Advances in Educational Technologies and Instructional Design

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The chapter delves into the transformative potential of Artificial Intelligence (AI) in education, particularly through a qualitative case study at Deakin University. It explores how AI can enhance pedagogical and andragogical approaches by improving student learning outcomes and integrating seamlessly into educational frameworks. The anthology highlights various AI applications, such as intelligent tutoring systems and virtual reality in anatomy education, emphasizing the positive impact on teaching methods, assessments, and student support. Methodologically, the chapter employs rigorous research designs, including case studies, interviews, and document reviews, to showcase the innovative use of AI tools in education. It also addresses potential biases and offers methodological suggestions for future research. The case study underscores the need for cautious yet optimistic adoption of AI in education, advocating for ongoing research to responsibly harness AI's capabilities while mitigating its limitations and biases.

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Insights into a Community of Inquiry that emerged during academics’ emergency remote university teaching of chemistry in response to concern for students

Cited by 3 publications

References 55 publications

Technology‑Embedded Argument‑DrivenInquiry in Preservice Chemistry Teacher Education

Technology‑Embedded Argument‑DrivenInquiry in Preservice Chemistry Teacher Education

An observational study of teachers' and students' behaviors in synchronous online classrooms

AI-Driven Innovations in Pedagogical and Andragogical Approaches

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