Private online channels and student-centred interaction

Authors

  • James McMenamin University of Applied Sciences and Arts, Switzerland
  • Marie-Thérèse Rudolf von Rohr Fachhochschule Nordwestschweiz Hochschule für Technik https://orcid.org/0000-0002-6795-8243

DOI:

https://doi.org/10.47408/jldhe.vi22.689

Keywords:

online learning, student-centred interaction, emergency remote teaching, learning communities, Covid-19

References

Darby, F., and Lang, J. M. (2019) Small teaching online applying learning science in online classes. San Francisco: Wiley Brand.

Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020) The difference between emergency remote teaching and online learning. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Accessed: 4 May 2021).

Lave, J., and Wenger, E. (2019) Situated learning: legitimate peripheral participation (30th printing). Cambridge: Cambridge University Press.

Means, B., Murphy, R., and Bakia, M. (2014) Learning online what research tells us about whether, when and how. New York: Routledge.

Tran, H. Q. (2018) ‘Language alternation during L2 classroom discussion tasks’, in Filipi, A. and Markee, N. (eds.) Conversation analysis and language alternation. Amsterdam: John Benjamins Publishing Company, pp.165-182.

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Published

27-10-2021

How to Cite

McMenamin, J. and Rudolf von Rohr, M.-T. (2021) “Private online channels and student-centred interaction”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.689.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Using technology to enhance online learning

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