Learning through personal connections: cogenerative dialogues in synchronous virtual spaces. Issue 3 (2nd April 2016)

• Record Type: Journal Article
• Authors: Bondi, Stephanie; Daher, Tareq; Holland, Amy; Smith, Adam R.; Dam, Stacy
• Is Part Of: Teaching in higher education. Volume 21:Issue 3(2016)
• Page Start: 301
• Page End: 312
• Publication Date: 2016-04-02
• Subjects: Cogenerative dialogues -- higher education teaching -- synchronous online teaching -- virtual classroom -- adult teaching; College teaching -- Periodicals; Education, Higher -- Evaluation -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; 378.1205
• DOI: 10.1080/13562517.2016.1141288
• Languages: English
• ISSNs: 1356-2517

Abstract

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.