STUDENTS’ BEHAVIOUR IN GROUP DISCUSSIONS DURING ONLINE TEACHING

Abstract

Group discussions are used as a tool to increase student activity. In this paper students’ behaviour in group discussions during online teaching is investigated. The students’ activity and participation in the group conversations led the teachers to believe the online learning activities were successful, however, an anonymous questionnaire uncovered that many students had challenges and were uncomfortable in the situation. This study was done in a preparatory physics course for engineering education where the majority of the 56 students have a vocational background. The questionnaire contained both quantitative and qualitative questions and 27 of the students responded. The qualitative data were analysed with inspiration from the constant comparative method of analysis. This systematic analysis resulted in categorising the students’ behaviour as either taking actions, that promote learning, or as dominated by a lack of initiative, something that hampers learning. A relationship between the students’ use of webcams and behaviour that promotes learning is found. Further, the students who use webcams perceive the students who do not use webcams as passive and less interested in learning. This paper aims to shed light on challenges perceived by the students in an online teaching format.