TY - GEN
T1 - A Qualitative Study of College Students' Asynchronous Interaction Behavior Patterns in a Synchronous Online Classroom
AU - Yan, Haoqun
AU - Zhang, Hongfeng
AU - Lam, Johnny F.I.
AU - Wong, Cora Un In
AU - Zhang, Di
N1 - Publisher Copyright:
© 2023 ACM.
PY - 2023/3/17
Y1 - 2023/3/17
N2 - Simultaneous live classes are a common form of delivery in higher online education, and the study of students' asynchronous interaction behavior patterns of this type of classroom have implications for optimizing subsequent online teaching. This study conducted in-depth interviews with selected students that are studying in Macao's higher education institutions, and coded and analyzed the interview data using the grounded theory in qualitative research. The aim is to understand the characteristics of asynchronous interaction behaviors in college students' synchronous online classes and discussed the impact on asynchronous interaction patterns of three interaction types ("learner-instructor interaction", "learner-learner interaction", and "learner-content interaction"). This study found that asynchronous interaction promotes the development of critical thinking, metacognitive learning strategies, and deep-thinking skills, and that the synergy of these three components contributes to the effectiveness of students' online learning.
AB - Simultaneous live classes are a common form of delivery in higher online education, and the study of students' asynchronous interaction behavior patterns of this type of classroom have implications for optimizing subsequent online teaching. This study conducted in-depth interviews with selected students that are studying in Macao's higher education institutions, and coded and analyzed the interview data using the grounded theory in qualitative research. The aim is to understand the characteristics of asynchronous interaction behaviors in college students' synchronous online classes and discussed the impact on asynchronous interaction patterns of three interaction types ("learner-instructor interaction", "learner-learner interaction", and "learner-content interaction"). This study found that asynchronous interaction promotes the development of critical thinking, metacognitive learning strategies, and deep-thinking skills, and that the synergy of these three components contributes to the effectiveness of students' online learning.
KW - asynchronous interaction
KW - grounded theory
KW - metacognitive learning strategies
KW - online learning
UR - http://www.scopus.com/inward/record.url?scp=85163641088&partnerID=8YFLogxK
U2 - 10.1145/3591139.3591150
DO - 10.1145/3591139.3591150
M3 - Conference contribution
AN - SCOPUS:85163641088
T3 - ACM International Conference Proceeding Series
SP - 62
EP - 68
BT - Proceedings of the 2023 4th International Conference on Education Development and Studies, ICEDS 2023
PB - Association for Computing Machinery
T2 - 4th International Conference on Education Development and Studies, ICEDS 2023
Y2 - 17 March 2023 through 19 March 2023
ER -