Abstract
Classroom discourse can affect various aspects of student learning. To provide better learning experience in distance learning, the present study examines interactions between classroom discourse based on IRF-discourse and related behavioral engagement of students in front, middle and rear seating locations in synchronous online classrooms. We observed 24 third-grade music classrooms using the behavioral engagement scale. Results from these observations indicate that classroom with more discourse interactions, specifically teacher’s elicitation for student responses may result in increased students’ behavioral engagement. The study also revealed significant differences in behavioral engagement of students from different seating location. Moreover, the results showed that positive behaviors dominated students’ classroom activities, but students demonstrated more teacher-prompted behaviors rather than self-initiated behaviors.
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This study was funded by the Key Research Project of Education Supported by National Social Science Foundation of China, ACA170010.
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Zuo, M., Yan, Y., Wang, K., Luo, H. (2020). What Drives Rural Students’ Behavioral Engagement in Synchronous Online Classrooms? Examining the Effects of Discourse Interaction and Seating Location. In: Cheung, S., Li, R., Phusavat, K., Paoprasert, N., Kwok, L. (eds) Blended Learning. Education in a Smart Learning Environment. ICBL 2020. Lecture Notes in Computer Science(), vol 12218. Springer, Cham. https://doi.org/10.1007/978-3-030-51968-1_20
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