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.
| Original language | English (US) |
|---|---|
| Title of host publication | 14th International Conference of the Learning Sciences |
| Subtitle of host publication | The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings |
| Editors | Melissa Gresalfi, Ilana Seidel Horn |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 27-34 |
| Number of pages | 8 |
| ISBN (Electronic) | 9781732467255 |
| State | Published - 2020 |
| Event | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020 |
Publication series
| Name | Computer-Supported Collaborative Learning Conference, CSCL |
|---|---|
| Volume | 1 |
| ISSN (Print) | 1573-4552 |
Conference
| Conference | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 |
|---|---|
| Country/Territory | United States |
| City | Nashville |
| Period | 6/19/20 → 6/23/20 |
Bibliographical note
Funding Information:F.O. acknowledges the financial support from the National Natural Science Foundation of China (Youth Program) (61907038), from the financial support from China Zhejiang Province Educational Reformation Research Project in Higher Education (The 13th 5-year plan, the second round) (jg20190048), and from the Startup Foundation of the Hundred Talents Program at the Zhejiang University.
Publisher Copyright:
© ISLS
