Abstract:

With the development of distant instruction and mobile learning, synchronous online class has become a common instruction form, especially during COVID19 crisis. Compared with face-to-face classes, synchronous online class often has problems such as low student participation, low interaction efficiency, and lack of classroom supervision. Many studies have shown that classroom interaction response system, referred to as CRS or IRS for short, is an effective tool to promote classroom interaction, focus attention and increase engagements. However, there is some limits of existing studies. The instruction environment is mostly traditional face-to-face classes or short-term experimental teaching, and most of the tools used are traditional CRS transmitters and receivers. Few studies use the new generation of mobile CRS systems based on smart classroom platform in the context of synchronous online classes.

The aim of the study is to design effective interaction strategy of using CRS to improve the students’ classroom interaction and learning outcomes in the context of synchronous online class. In this study, the new generation classroom interaction system, which is based on online smart classroom platform and mobile devices, is applied in my synchronous online course for a semester about 16 weeks.

First, considering my previous action research and teaching experience, rich interaction modes and relevant strategies with CRS are proposed to enhance the students’ interaction in synchronous online class, such as random selection strategy, quick answer bonus strategy, great answer sharing strategy, creative opinion demonstrating strategy, excellent works displaying strategy, etc.

Second, A quasi-experimental research is employed to explore the impact of different classroom interaction modes on students' classroom interaction experience and learning outcomes. 81 first-year college students who selected the course are equally allocated to three groups of online live classes: A, B, and C. Group A uses the no-interaction modes, Group B uses simple interaction modes, and Group C uses rich interaction modes with CRS. The students’ interaction experiences are measured by a scale adapted from the classroom interaction system scale developed by Richardson et al., which has 17 questions in total, in the form of a 5-level Likert scale with a reliability of 0.905. The students’ mastery of learning is evaluated by knowledge examination paper from four learning objectives of knowledge, understanding, application and analysis. In data analysis, one-way ANOVA and LSD method are employed to explore the differences of learners' classroom experience and feelings under three different classroom interaction modes. The results show that, compared with no interaction and simple classroom interaction modes, the use of CRS-based rich interaction strategy modes can promote learner’s classroom participation, the immediate feedback, and strengthen learning outcomes. Meanwhile, it also increases the students’ grades for a certain degree but not significantly. In terms of improving learners' sense of fun, saving classroom time, and promoting learners' in-depth thinking, there is no significant difference between the three classroom interaction modes.

Finally, based on student interviews and teacher reflection, the paper puts forward further suggestions and strategies to achieve more effective classroom interaction in synchronous online class.

Keywords:

Synchronous online class, classroom response system, quasi-experimental research, distance instruction.