Online Versus In-Person: A Comparative Study of Science Teachers’ Pedagogical Practices in Rural Schools

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Classroom Observation SIG Roundtable Session (Table 4)

Abstract

To examine the differences in pedagogical practices of teachers in online and in-person conditions, we observed 26 fourth-grade science teachers’ implementation of a literacy-infused science (LIS) intervention from 22 rural schools across Texas. Classroom observations were conducted three times during the nine-week intervention through in-class cameras. Based on the results of the analysis, we found that in-person teachers applied more grouping strategies while online teachers used visual scaffoldings more frequently. Teachers in online conditions provided more one-on-one instruction but interacted less with student groups. We also found that more time was spent explaining academic routines by online teachers. This study offers insights for understanding the experiences of teachers in online learning environments.

Authors

• Fubiao Zhen, Texas A&M University

• Henan Zhang, Texas A&M University

• Andrea McMurray, Texas A&M University

• Huiwen Pang, Texas A&M University

• Cindy L. Guerrero, Texas A&M University

• Kara Sutton-Jones, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University

• Fuhui Tong, Texas A&M University