A Qualitative Study of College Students' Asynchronous Interaction Behavior Patterns in a Synchronous Online Classroom

被引：0

作者：

Yan, Haoqun ^{[1
]}

Zhang, Hongfeng ^{[1
]}

Lam, Johnny F. I. ^{[1
]}

Wong, Cora Un In ^{[1
]}

Zang, Di ^{[1
]}

机构：

[1] Macao Polytech Univ, Fac Humanities & Social Sci, Macau, Peoples R China

来源：

PROCEEDINGS OF 2023 4TH INTERNATIONAL CONFERENCE ON EDUCATION DEVELOPMENT AND STUDIES, ICEDS 2023 | 2023年

关键词：

online learning; asynchronous interaction; grounded theory; metacognitive learning strategies;

D O I：

10.1145/3591139.3591150

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Simultaneous live classes are a common form of delivery in higher online education, and the study of students' asynchronous interaction behavior patterns of this type of classroom have implications for optimizing subsequent online teaching. This study conducted in-depth interviews with selected students that are studying in Macao's higher education institutions, and coded and analyzed the interview data using the grounded theory in qualitative research. The aim is to understand the characteristics of asynchronous interaction behaviors in college students' synchronous online classes and discussed the impact on asynchronous interaction patterns of three interaction types ("learner-instructor interaction", "learnerlearner interaction", and "learner-content interaction"). This study found that asynchronous interaction promotes the development of critical thinking, metacognitive learning strategies, and deep-thinking skills, and that the synergy of these three components contributes to the effectiveness of students' online learning.

引用

页码：62 / 68

页数：7

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