Zooming into instructional interactions online: A case of an interactive tutorial in the pandemic
Résumé
University mathematics education has made considerable efforts to embrace active learning and student-centered pedagogies. There is a need for empirical studies into what these processes look like online. During the pandemic, a group of six students in a first-year linear algebra course chose to partake in interactive online tutorials, instead of the traditional lecture-based format. Using the commognitive framework, we characterize student-student and student-instructor interactions in these tutorials. The analysis revealed three types of interactional patterns: lecture-ish, instructor-oriented and cross-student. The types differ in their learning-teaching agreements, which determined the instructor’s and students’ roles in the interaction. We discuss how the instructor’s technological affordances to write for the whole group to see and the group expectation for formal mathematics predisposed lecture-ish interactions and confined students’ learning opportunities.
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