Tuesday, March 27
10:35-10:55 AM
EDT
Whitney

A Method for Assessing the Complexity of Pedagogical Interventions in Videoconferencing Learning Environments

Brief Paper ID: 52699
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    William Cain
    Michigan State University

Abstract: Videoconferencing has become an increasingly common tool for learning and collaboration in higher education but challenges to creating effective group dynamics in these environments use still exist (Gunawardena, 1996; Cain, 2017). Many instructors recognize the importance of pedagogical interventions to help counter the potential loss of affective factors like social presence and belongingness, but they may underestimate how the complexity of these interventions can moderate the effectiveness. This paper discusses a method for assessing the complexity of pedagogical interventions in videoconferencing learning environments in order to better understand complexity’s moderating effects on fidelity of implementation by both instructors and students. Instructors and researchers can use this method to better understand how small, well-designed, theory-based interventions can positively influence group dynamics during shared learning experiences through videoconferencing.

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