Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6646
Title: Can an Instructor and Students Build Collaborative Partnership in an Online Course?
Authors: Ouyang, Fan
Chang, Yu-Hui
Scharber, Cassandra
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ouyang, F., Chang, Y., & Scharber, C. (2020). Can an Instructor and Students Build Collaborative Partnership in an Online Course?. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 27-34). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: A collaborative partnership between the instructor and students has potential to transform education from the instructor-directed to student-centered learning. However, relevant inquiry indicated conceptual, practical, and methodological gaps on theory, practice, and research of the collaborative partnership. This study aims to better understand the collaborative partnership during actual teaching and learning processes. Using content analysis, we examined the instructor-student collaborative partnership¬† from participation moves perspective in an online course. Results show that the instructor and students keep mutual interactions to construct knowledge; they maintain communications to design and implement online discussions; and they take joint actions to form a social, supportive learning environment. More importantly, a synergistic collaborative partnership was initially developed by the instructor and students. Based on the results, we provided implications to advance practices of the instructor-student collaborative partnership in online learning.
URI: https://doi.dx.org/10.22318/icls2020.27
https://repository.isls.org//handle/1/6646
Appears in Collections:ICLS 2020

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