Fortnightly web conferences with open-ended discussion supported students' academic and social engagement and community formation¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Fortnightly web conferences, refocused from assessment talk to open-ended conversation, were highly successful in engaging students in content and forming their learning community. → Pittaway 2014

Evidence¶

Pittaway 2014¶

Pittaway, S. M., & Moss, T. (2014). “Initially, We Were Just Names on a Computer Screen”: Designing Engagement in Online Teacher Education. Australian Journal of Teacher Education, 39(7). http://ro.ecu.edu.au/ajte/vol39/iss7/8 doi:10.14221/ajte.2014v39n7.10

q2 · i? · design · r2

Qualitative finding from student comments in web conference sessions collected as unobtrusive data in the redesigned unit. The authors report the fortnightly conferences were "highly successful in engaging students in the content and the formation of their learning community", also modelling online discussion facilitation.

"These were also highly successful in engaging students in the content and the formation of their learning community. For example, one student wrote of the web conferences: “ they are what have made this unit one of the more enjoyable and well supported units that I have ever studied! ”"

Discussion¶

Related Claims¶

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• In web-based high-school distance education, e-teachers widened the object of their teaching activity toward more independent and engaged forms of learning — related
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• Participants identified assessment redesign approaches for helping all students feel successful, centering relevance, lowered stakes, choice, emotional support, and preparation — related
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