Transferring interactive activities in large lectures from face-to-face to online settings

Abstract

Purpose: Within higher education, there was an abrupt shift from face-to-face to online lecturing with the introduction of social distancing measures in light of a global pandemic. The purpose of this study is to enrich the connection between students and instructors, the authors integrated elaborated interactive activities into large online lectures to enhance both students’ cognitive activities and social presence. Design/methodology/approach: In this study, the goals are twofold. First, the authors introduce a classroom orchestration system and its features that support active learning across learning environments. Second, they investigate the differences and similarities between student behaviors during these activities in face-to-face and online settings. Findings: The findings reveal individual differences in student behaviors between student cohorts, but no differences between learning environments, highlighting the versatility of the orchestration system across face-to-face and online environments. Practical implications: This work presents the use of a classroom orchestration tool that is designed to easily support teaching and learning in online and face-to-face contexts and is particularly well suited for large classes. Originality/value: Online lectures can be more than watching a teacher speaking on the computer display. Rich class-wide learning activities can be integrated into online lectures to support more cognitive engagement during the lecture.