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Supporting Student Collaboration in Online Breakout Rooms through Interactive Group Activities

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Bibliographic Details
Title: Supporting Student Collaboration in Online Breakout Rooms through Interactive Group Activities
Language: English
Authors: Read, David, Barnes, Stephen M., Hughes, Oliver, Ivanova, Iveta, Sessions, Annabelle, Wilson, Paul J.
Source: New Directions in the Teaching of Physical Sciences. 2022 17(1).
Availability: University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/ojs1/index.php/new-directions
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, School Closing, Online Courses, Educational Technology, Technology Uses in Education, Cooperative Learning, Interaction, Small Group Instruction, Chemistry, Science Instruction, Student Attitudes, Program Effectiveness, Undergraduate Students, College Science, Foreign Countries
Geographic Terms: United Kingdom
ISSN: 2051-3615
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1334495
Database: ERIC
Description
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.
ISSN:2051-3615