Department of Educational Administration
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
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.
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Comments
Copyright © 2016 Taylor & Francis. Used by permission.