From classroom to classZoom: Participation and engagement in an online environment

Murphy, A; Nixon, D; Yeo, J

From classroom to classZoom: Participation and engagement in an online environment

Murphy, A Nixon, D Yeo, J

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Publication Type:: Journal Article
Citation:: Journal of Academic Language and Learning, 2022, 16, (1), pp. 12-25
Issue Date:: 2022-06-17

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Field	Value	Language
dc.contributor.author	Murphy, A
dc.contributor.author	Nixon, D
dc.contributor.author	Yeo, J https://orcid.org/0000-0003-0155-8893
dc.date.accessioned	2022-07-04T03:52:47Z
dc.date.available	2022-07-04T03:52:47Z
dc.date.issued	2022-06-17
dc.identifier.citation	Journal of Academic Language and Learning, 2022, 16, (1), pp. 12-25
dc.identifier.issn	1835-5196
dc.identifier.uri	http://hdl.handle.net/10453/158599
dc.description.abstract	Student participation and engagement are central to learning, yet behaviours that indicate participation and cognitive engagement can differ in online and face-to-face classes. This difference became apparent in 2020, when universities around the world transitioned from face-to-face classrooms to wholly online classes. With this move, tutors’ perceptions of participation and engagement changed. Based on written reflections by 13 tutors who teach at an Australian university, we found that tutors recognised new/different indicators of engagement in the classZoom. In addition, the tutors observed that issues around student diversity and access greatly influence how students participate in the classZoom. Tutors also learnt not to assume that students were not participating and engaging online if they did not enact the same behaviours expected of them in face-to-face classes. Using active learning theories, this paper argues that participation and engagement can be understood and fostered online with particular attention to student diversity and digital access. These understandings enrich current pedagogical perceptions and inform educators to ‘design in’ more active forms of engagement in the classZoom. What has been learnt through this experience has salience beyond the confines of COVID lockdowns and into hybrid modalities of online and face-to-face teaching practices.
dc.language	en
dc.relation.ispartof	Journal of Academic Language and Learning
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education, 2004 Linguistics
dc.title	From classroom to classZoom: Participation and engagement in an online environment
dc.type	Journal Article
utslib.citation.volume	16
utslib.location.activity	Australia
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
utslib.for	2004 Linguistics
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-07-04T03:52:45Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	16
utslib.citation.issue	1

Abstract:

Student participation and engagement are central to learning, yet behaviours that indicate participation and cognitive engagement can differ in online and face-to-face classes. This difference became apparent in 2020, when universities around the world transitioned from face-to-face classrooms to wholly online classes. With this move, tutors’ perceptions of participation and engagement changed. Based on written reflections by 13 tutors who teach at an Australian university, we found that tutors recognised new/different indicators of engagement in the classZoom. In addition, the tutors observed that issues around student diversity and access greatly influence how students participate in the classZoom. Tutors also learnt not to assume that students were not participating and engaging online if they did not enact the same behaviours expected of them in face-to-face classes. Using active learning theories, this paper argues that participation and engagement can be understood and fostered online with particular attention to student diversity and digital access. These understandings enrich current pedagogical perceptions and inform educators to ‘design in’ more active forms of engagement in the classZoom. What has been learnt through this experience has salience beyond the confines of COVID lockdowns and into hybrid modalities of online and face-to-face teaching practices.

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http://hdl.handle.net/10453/158599