Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface

Bannink, Anne; Dam, Jet Van

doi:10.3390/languages6030148

Cited by 8 publications

(3 citation statements)

References 28 publications

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“…To prepare for best practices in teaching in virtual environments, we followed suggestions from a variety of research sources about optimal duration and engagement strategies, such as providing time for student-to-student conversation and keeping teacher-led lectures to less than ten minutes [23]. All focus group discussions were recorded and saved for further analysis and coding.…”

Section: Methodsmentioning

confidence: 99%

Neural Syntonicity: A Constructionist Approach to the Development of Image Recognition Tools Used to Teach Students about Powerful Ideas in Artificial Intelligence

Barnett,

Sipitakiat,

Blikstein

2023

IJIET

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Although Artificial Intelligence (AI) is already being used in a variety of ways to support creativity and education, there are still limitations when it comes to understanding how AI becomes intelligent, its impacts and how to manipulate, tinker with and explore future uses. This work builds on the idea of “syntonicity” as a cognitive tool where learners benefit from their existing understanding of intelligence while learning about AI. This work presents a learning framework called “Neural Syntonicity” which describes the syntonic relationship between the student’s thoughts and reflections while learning how to use and train AI Image Recognition tools. In this project we: 1) developed a series of Machine Learning Image Recognition software tools that students can manipulate and tinker with, 2) developed a “microworld” of activities and learning materials that supports a conducive learning environment for students to learn about Image Recognition, and 3) developed scenarios that allow students to explore their own cognitive labels of visual Image Recognition while using these tools. The research also aims to help students uncover “Powerful Ideas” and learn technical knowledge in Artificial Intelligence like: prediction, data clustering, accuracy, data bias, training and societal impacts. Using a mixed methods approach of Design Based Research, we conducted studies with three different groups of students. Through the analysis, we found that all groups of students gained confidence with using AI, and learned new technical skills in AI. Students were also able to demonstrate through a variety of examples that bias is a factor that can be controlled in AI systems as well as in the human mind.

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Section: Methodsmentioning

confidence: 99%

Neural Syntonicity: A Constructionist Approach to the Development of Image Recognition Tools Used to Teach Students about Powerful Ideas in Artificial Intelligence

Barnett,

Sipitakiat,

Blikstein

2023

IJIET

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“…For example, instructors could hand over hosting of synchronous virtual classes to students who wish to socialize or meet with group members after the official class time has expired rather than closing meeting rooms. This practice, advocated by Bannink and Van Dam (2021), creates a "teacher-free zone" for student socialization.…”

Section: Suggestions and Conclusionmentioning

confidence: 99%

Gamifying Vocabulary Study During COVID-19: The Challenges of Implementing a Gamified Program in the Online EAP Context

Johnson

2023

ILI

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This qualitative case study responds to a significant gap in the literature in the area of gamification for vocabulary study among international students in higher education. It aims to respond to a call for a more indepth qualitative analysis of gamification techniques on student learning experiences in comparison to the more commonplace quantitative studies (Chiang, 2020;Koivisto & Hamari, 2019). Additionally, the study focuses on the computer-supported learning context during the COVID-19 pandemic and its potential influences on student engagement with gamified language study. Utilizing the Quizlet (Quizlet, 2022) platform for vocabulary study and Blackboard for collecting digital badges based on vocabulary practice, this study explores the gamification of vocabulary review activities and student experiences and engagement with the program. As a qualitative case study, student activity data from Quizlet was collected as well as qualitative data in the form of individual interviews. Findings show significant challenges to implementing this gamified study program. This paper focuses on online learning fatigue, poor perceptions of class cohesiveness, and difficulties with teambuilding. These findings have implications for how instructors can better support gamification in their language classrooms as well as expanding research into the social and contextual aspects of gamification of the language classroom. Background and Literature ReviewWhile EAP programs typically target all four major skills of language in addition to the specific grammatical and rhetorical styles needed by students, building academic and discipline-specific vocabulary knowledge is a particularly fundamental aspect of being successful in a profession or a field of study. Dang et al. ( 2017) defined academic vocabulary as having "high frequency, wide range, and even distribution in academic texts but infrequent in other genres" (p. 963). Otto (2021) found that, in highly technical fields such as civil engineering, specialized vocabulary can sometimes make up 30% of portions of texts. While these specialized vocabulary families may not appear with equal regularity, the task of learning these word families is monumental, with Coxhead and Demecheleer (2018) writing, "Anything that can help learners lessen the burden of specialized vocabulary learning is therefore a bonus" (p. 104).The successful inclusion of vocabulary in EAP courses can be immensely challenging for instructors. Using online language review programs has become a popular way to develop and maintain skills without extensive setup and effort, with a variety of applications available at differing levels of complexity and organization (Chien, 2015;Dizon, 2016). On a more basic level, flashcard review programs, such as Quizlet (Quizlet, 2022), allow users to create digital flashcards with their own custom content and even additional media resources such as sounds and images.Online and self-directed learning options became even more critical in the context of the COVID-19 pandemic, whic...

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“…Researchers have described “Zoom fatigue” as the exhaustion that results from prolonged participation in video conferences; both mirroring oneself as well as staring at a grid of faces can lead to this fatigue [ 20 ]. Further research has reported how students appear more reserved on online platforms and might have a heightened self-awareness on camera, therefore using it less [ 9 , 21 , 22 ]. In terms of the healthcare system, one study identified challenges in delivering telehealth services, such as building patient trust, confidentiality, privacy in patients’ homes, and technological issues [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Examining How Postpartum Videoconferencing Support Sessions Can Facilitate Connections between Parents: A Poststructural and Sociomaterial Analysis

Aston,

Price,

MacLeod

et al. 2024

Nursing Reports

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Postpartum support for new parents can normalize experiences, increase confidence, and lead to positive health outcomes. While in-person gatherings may be the preferred choice, not all parents can or want to join parenting groups in person. Online asynchronous chat spaces for parents have increased over the past 10 years, especially during the COVID pandemic, when “online” became the norm. However, synchronous postpartum support groups have not been as accessible. The purpose of our study was to examine how parents experienced postpartum videoconferencing support sessions. Seven one-hour videoconferencing sessions were conducted with 4–8 parents in each group (n = 37). Nineteen parents from these groups then participated in semi-structured interviews. Feminist poststructuralism and sociomaterialism were used to guide the research process and analysis. Parents used their agency to actively think about and interact using visual (camera) and audio (microphone) technologies to navigate socially constructed online discourses. Although videoconferencing fostered supportive connections and parents felt less alone and more confident, the participants also expressed a lack of opportunities for individual conversations. Nurses should be aware of the emerging opportunities that connecting online may present. This study was not registered.

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Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface

Cited by 8 publications

References 28 publications

Neural Syntonicity: A Constructionist Approach to the Development of Image Recognition Tools Used to Teach Students about Powerful Ideas in Artificial Intelligence

Neural Syntonicity: A Constructionist Approach to the Development of Image Recognition Tools Used to Teach Students about Powerful Ideas in Artificial Intelligence

Gamifying Vocabulary Study During COVID-19: The Challenges of Implementing a Gamified Program in the Online EAP Context

Examining How Postpartum Videoconferencing Support Sessions Can Facilitate Connections between Parents: A Poststructural and Sociomaterial Analysis

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