Figure 1
Intervention design.
| INTERACTION | SOCIAL PRESENCE | VARIATION | REFLECTION LOG |
|---|---|---|---|
| Presentations and lectures with the whole class. Students in small groups in Meet, based on their level of knowledge where collaboration is emphasised | Ask students to turn on the camera as much as possible. Alt. checking in using direct questions. Check-up tasks via Google Document and Padlet. | Work with Clio, use varying levels of difficulty. Distribute material using Google Classroom (GC). YouTube snippets to inform individual reflections and group discussions. Assignments via Google Drive (GD) and GC. | […] student’s claim technical issues cause absence. Copy/paste is used by some when submitting digital data. Technical support takes more time than expected and may be due to negligence. Try some new interactions in different subjects and groups, and reflect on whether/how it affected your social presence online. |
| Introduction to a lesson. Controlled interaction by asking each student how they were feeling. Review of the previous lesson. At the end of the lesson, I summarise what we have gone through. | The students had cameras on at the beginning of the lesson when I talked to them one by one. The students had cameras on at the beginning of the lesson when I talked to them one by one. Many of the students struggled with the new technology. (Emoji, survey) | The students were shown an emoji based on how they felt. I gave the students a survey question when we would finish the lesson. | [no additional reflection] |
| A lesson in Meet, where I support students and teachers. The teacher asks questions, the students “raise their hand” I distribute the word. […] the students are divided into groups and work individually. | The camera is on at the beginning of the lesson when we meet and greet each other, and at the end when we say goodbye. | The lesson begins with teacher-led instruction; then, the students work in Nomp with similar tasks. | Several students did this without a reminder. Students are good at sharing screens with teachers when they want help. Like in the classroom, some of the students failed to raise their hands and just spoke. |
| Discussions in breakout rooms (Meet). Controlled student-student interaction by inviting a student to comment on another student’s comment or response (https://wheeldecide.com/). Solve tasks in math together | Encourage students to collaborate and discuss tasks in breakout rooms (Meet). The lesson begins with open-ended questions related to the lesson and the students’ everyday lives. Small talk and positive comments welcome students at the beginning of the lesson. | Inläsningstjänst [Service which offers audio recordings of printed text]. Use quiz in the whole group. Work in virtual labs via: https://phet.colorado.edu, play a game (Kahoot). | [no additional reflection] |
| Individually, small groups, collaborative text construction. A) students who hide/their home conditions B) Good level of attendance/ability to participate in each module, c) the purpose is high-quality teaching, even if most of our students need teaching at school | The question in relation to general studies or the previous lessons | Oral group presentation Whole group, small group and individual work. Voting by show of hands, common text construction for youtube clips | [no additional reflection] |
