Learning through personal connections: Cogenerative dialogues in synchronous virtual spaces

Authors

Stephanie Bondi, University of Nebraska–LincolnFollow
Tareq Daher, University of Nebraska - LincolnFollow
Amy Holland, University of Connecticut
Adam R. Smith, Oklahoma State University
Stacy Dam, University of Nebraska–Lincoln

Document Type

Article

Date of this Version

2016

Citation

Published in Teaching in Higher Education 21:3 (2016), pp 301–312.

doi 10.1080/13562517.2016.1141288

Comments

Copyright © 2016 Taylor & Francis. Used by permission.

Abstract

This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other.