Supporting student collaboration in online breakout rooms through interactive group activities

Read, David T.; Barnes, Stephen M; Hughes, Oliver; Ivanova, Iveta; Sessions, A.E.; Wilson, Paul J

doi:10.29311/ndtps.v0i17.3946

Cited by 10 publications

(6 citation statements)

References 18 publications

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“…Modelling as an Instructional Strategy in Multilingual Classrooms DOI: http://dx.doi.org/10.5772/intechopen.1005099 effectively is that they encourage student engagement and collaborative learning. A study on encouraging student cooperation in virtual breakout rooms with interactive group activities was carried out by Read et al [36]. Their study described how Teams can use cooperative small groups that are facilitated by breakout rooms.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Van Heleyen [37,38] contend that breakout rooms can be more effective when the teacher assigns group leaders to each room. Read et al [36] posit that in breakout-rooms, students should be free to change groups and join groups that they feel comfortable working with. In a similar vein, Keskin and Yurdugul [39] have shown how teachers can monitor online learning systems through log data.…”

Section: Literature Reviewmentioning

confidence: 99%

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Modelling as an Instructional Strategy in Multilingual Classrooms

Hilda Matiso

2024

Multilingualism in Its Multiple Dimensions

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This chapter introduces modelling as an instructional strategy used by teachers to facilitate comprehension in multilingual classrooms. Modelling is a teaching approach in which the teacher openly demonstrates to the students how to execute tasks. Studies have indicated that a deficiency of modelling causes competency in the learning and teaching environment to take longer. Reinforced by theoretical frameworks such as sociocultural theory and culturally responsive pedagogy, this analysis adopted an interpretive paradigm and a qualitative approach. Semi-structured interviews were administered to six conveniently chosen English second language teachers in a Higher Institution of learning in South Africa. Outcomes of the data, which were thematically analysed, indicated that scaffolding through explicit vocabulary instruction, contextualised learning and collaborative activities, and the use of multimedia texts through flipped classrooms could be effective strategies in multilingual classrooms. Enhancing the quality of learning in both online and offline learning environments necessitates the use of effective teaching strategies like modelling and scaffolding, in addition to providing enough academic assistance. With a variety of developing pedagogies and technology advancements in the post-COVID-19 era, instructors must be proficient in applying updated instructional approaches that will empower students to process knowledge in a way that will satisfy twenty-first-century demands.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Modelling as an Instructional Strategy in Multilingual Classrooms

Hilda Matiso

2024

Multilingualism in Its Multiple Dimensions

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“…Moreover, by using breakout groups, students can better collaborate and comment on each other's work, thus increasing productivity and achieving certain learning objectives, especially because worksheets have already been created that direct students to academic goals, assignments, and time for group work, especially when the teacher is absent; they can also distribute roles among them, such as presenter, dialogue leader, and participant, with an exchange of roles among students. As Read et al [65], and Yamagata-Lynch et al [66] described, groups of students must be assigned with more care, certain roles must be assigned to students, and breakout rooms must be more organized. This makes collaborative groups quick, easy, and flexible.…”

Section: Plos Onementioning

confidence: 99%

The impact of Blackboard Collaborate breakout groups on the cognitive achievement of physical education teaching styles during the COVID-19 pandemic

Rakha

2023

PLoS ONE

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The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group’s cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.

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“…As discussed previously (Read et al, 2022;Read et al 2019;Read, Watts & Wilson, 2016), the Science Foundation Year (SFY) at the University of Southampton provides an entry route onto science degree programmes for students who do not have the required qualifications for direct entry, with a typical cohort size of 40-60. Prior to the pandemic, the SFY chemistry module featured 3 chemistry lectures per week and a workshop session (15-20 students) that included collaborative group activities as well as worksheet-based problem sets, with a staff member and two demonstrators present.…”

Section: Contextmentioning

confidence: 99%

Student perspectives on online lectures during the Covid-19 lockdown

Read

Barnes

Wilson

2022

NDTPS

Self Cite

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This article outlines an exploratory study that investigated students’ perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of mini-lectures rather than 50 minute recordings; 2) the inclusion of quiz questions in the video timeline; and 3) the inclusion of a picture-in-picture talking head showing the instructor alongside a captured screen. Analysis of survey data indicates that a majority of students felt that each of these features had a positive impact on their learning and/or experience, with a significant number expressing a preference for the retention of online lectures after the resumption of on-campus teaching. Qualitative data provides valuable insight regarding the specific aspects of the recorded lectures that were perceived to enhance the student experience, supporting the design of future provision both during and beyond the COVID-19 pandemic. The generalizability of the recommendations is also discussed, along with the limitations of the study.

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Supporting student collaboration in online breakout rooms through interactive group activities

Cited by 10 publications

References 18 publications

Modelling as an Instructional Strategy in Multilingual Classrooms

Modelling as an Instructional Strategy in Multilingual Classrooms

The impact of Blackboard Collaborate breakout groups on the cognitive achievement of physical education teaching styles during the COVID-19 pandemic

Student perspectives on online lectures during the Covid-19 lockdown

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