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

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.

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level

Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a particular context? We reviewed and synthesised existing literature on four focus areas related to LA, their adoption, implications for practice, and more general factors that have emerged as crucial when studying everyday classroom adoption of technologies (i.e., classroom orchestration). This synthesis resulted in two conversational frameworks and an inter-stakeholder communication tool. These can be used to guide and support conversations and decision-making about the adoption of LA innovations. We illustrate their usefulness with examples of use in ongoing LA adoption processes in Australia, Spain and Estonia.