Zoomed out: Comparing approaches for translating the think-pair-share strategy into online learning through a mixed methods analysis
Abstract: As face-to-face instruction has transitioned into online learning due to the COVID-19 pandemic, educators at all levels are delivering their instruction synchronously through video conferencing platforms such as Zoom, Teams, and WebX. Resultingly, students and educators have reported being “zoomed out” due to lessons’ overreliance on synchronous video conferencing lectures. The purpose of this mixed methods study was to evaluate different ways of integrating the Think-Pair-Share (TPS) instructional strategy into online learning using Zoom as well as Zoom with FlipGrid for the “pair” step. Pre-service teacher participants (N = 18) took part in TPS activities using both strategies. Data were gathered through surveys. Quantitative results indicated significant increases in motivation related to using Zoom as well as FlipGrid. In addition, there was a statistically significant decrease in the interaction experience of participants from Zoom to Zoom plus FlipGrid, denoting a preference for TPS activities facilitated exclusively with Zoom. Qualitative themes indicated that in the Zoom TPS activities participants enjoyed learning from others’ perspectives and in getting to know classmates, and characterized the breakout rooms as safe spaces. When using Zoom with FlipGrid for the TPS, participants expressed enjoyment in the asynchronous video element of the “pair” step in FlipGrid, including characterizing the tool as advantageous for perfecting participants’ responses.