Supporting student collaboration in online breakout rooms through interactive group activities
Supporting student collaboration in online breakout rooms through interactive group activities
Many instructors globally reported a lack of engagement in synchronous online sessions during the Covid-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions.
Read, David
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Barnes, Stephen M.
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Hughes, Oliver
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Ivanova, Iveta T
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Sessions, Annabelle
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Wilson, Paul J.
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7 January 2022
Read, David
64479ab2-6154-4420-851d-d8d000906a34
Barnes, Stephen M.
f0a4c5ee-7848-45cf-bc26-0d7fed2a5fe9
Hughes, Oliver
56a905f2-c57e-4756-8956-4485550c3e08
Ivanova, Iveta T
f12523e8-5c2c-4c30-b918-74e0b2a44daf
Sessions, Annabelle
aa8e057a-7ad0-4bb2-b8d6-6edbf7009469
Wilson, Paul J.
a7c5b480-e64b-4824-a2a1-5ab763c4ebfb
Read, David, Barnes, Stephen M., Hughes, Oliver, Ivanova, Iveta T, Sessions, Annabelle and Wilson, Paul J.
(2022)
Supporting student collaboration in online breakout rooms through interactive group activities.
New Directions in the Teaching of Physical Sciences, 17 (1).
(doi:10.29311/ndtps.v0i17.3946).
Abstract
Many instructors globally reported a lack of engagement in synchronous online sessions during the Covid-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions.
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3946-12212-1-PB
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Published date: 7 January 2022
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Local EPrints ID: 455853
URI: http://eprints.soton.ac.uk/id/eprint/455853
ISSN: 1740-9888
PURE UUID: c8663990-a850-4355-803a-72f18af6d1cf
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Date deposited: 06 Apr 2022 17:00
Last modified: 17 Mar 2024 03:10
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Author:
Stephen M. Barnes
Author:
Oliver Hughes
Author:
Iveta T Ivanova
Author:
Annabelle Sessions
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