Developing the Rotational Synchronous Teaching (RST) Model: Examination of the Connected Classroom Climate

Autor/inn/en	Li, Yanhong; Yang, Harrison Hao; MacLeod, Jason; Dai, Jinjun
Titel	Developing the Rotational Synchronous Teaching (RST) Model: Examination of the Connected Classroom Climate
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 1, S.116-134 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Synchronous Communication; Active Learning; Large Group Instruction; Technology Uses in Education; Telecommunications; Classroom Environment; College Students; Teaching Models; College Instruction; Foreign Countries; Student Attitudes; Interpersonal Relationship; China + Suchen Sie Ihr Suchwort? Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Klassenklima; Unterrichtsklima; Collegestudent; Lehrmodell; Hochschullehre; Ausland; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The multiple synchronous smart classroom learning environment (MSSC) is an alternative educational context that describes several active learning classrooms, connected through synchronous broadcasting technology. MSSC provides conceptually new capabilities to maximise both student learning and instructor efficiency. However, MSSC lacks an empirically validated instructional model, which limits effectiveness, particularly in relation to student interaction. Therefore, this study designed, developed, and implemented the rotational synchronous teaching (RST) model: a practical instructional approach for simultaneously teaching large student audiences, while maintaining smaller interactive classroom atmospheres. The RST model was tested in a mixed method research design that relied on survey (n = 305) and interview (n = 8) data of college students collected at the conclusion of the spring semester 2017. The effects of this RST model on student connected classroom climate obtained results matching previous research in traditional face-to-face classroom contexts. These preliminary findings indicate that the MSSC can effectively cultivate social interaction among students in a large instructional context with an approapriate instructional approach. The results of this study also suggest the need to expand future research toward comparative methodologies that examine additional variables, including academic achievement. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01