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ERIC Number: EJ1417001
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: EISSN-1747-5139
Using Dialogic Teaching to Promote Student Satisfaction and Engagement in Emergency Remote Teaching in Primary School: A Proof-of-Concept Study
Frederik Schou-Juul; Søren Sindberg Jensen; Caroline Schaffalitzky de Muckadell
Technology, Pedagogy and Education, v33 n1 p87-101 2024
Research from around the world has shown that COVID-19 emergency remote teaching in schools has generally struggled to maintain student satisfaction and engagement: students lacked social relatedness, a sense of belonging and ownership of school activities. This study examines the idea of using a dialogic teaching approach in synchronous online video-learning environments. The aim was to deliver proof of concept that dialogic tools can increase student satisfaction with emergency remote teaching. The authors designed and implemented 58 online dialogues and compared student satisfaction with this learning environment to student satisfaction with 'normal' emergency remote teaching and with traditional physical teaching. They found that dialogic online teaching achieved high student satisfaction that was comparable to student satisfaction with physical teaching. This result is relevant not only for emergency and regular remote teaching because online dialogue can be used to supplement asynchronous written dialogue in any remote teaching and learning environment.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A