Academically Productive Talk During COVID-19 (Poster 7)

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

The cognitive benefits of academically productive talk (APT) in face-to-face settings are well documented. Due to COVID-19, teaching was moved online. In the present study, we explored the role of APT in online remote teaching during the COVID-19. In two survey studies (N=581), middle-school students and teachers agreed that APT was used to a lesser extent in online remote teaching, and associated with more participatory teaching formats (whole classroom discussion, peer group work, and question-posing). Teachers with a higher sense of teaching self-efficacy, autonomy motivation, and empathy reported more APT in remote teaching. More APT during remote teaching was associated with higher teacher work-related and psychological well-being, as well as higher student learning-oriented motivation and academic engagement.

Authors

• Tony Gutentag, Tel Aviv University

• Christa S.C. Asterhan, Hebrew University of Jerusalem