ABSTRACT The number of online courses in higher education is on the rise. However, empirical evidence elucidating best practices for synchronous online instruction is needed to best implement these courses. The research purposes were to examine synchronous online class sessions to (1) quantify interaction type, frequency, and rate, (2) quantify student engagement frequency, and (3) quantify instructor prompt frequency in three areas in order to investigate relationships with each category of student engagement. A total of 24 previously recorded synchronous sessions including oral and textual chat interactions were transcribed. Every line of student interaction was determined to be either superficial or containing evidence of at least one instance of engagement according to five categories from the Seven Principles and the National Survey for Student Engagement. Every line of instructor interaction was concurrently coded for at least one of the following forms of prompt: social, organizational, or intellectual. Inter-tester reliability of coded interactions from Cohen’s kappa = 0.91. Social prompts were the best predictor of supportive campus environments (r = 0.79); organizational prompts were the best predictor of enriching academic experiences (r = 0.72); and intellectual prompts were the best predictor of instructor interactions, active/collaborative learning, and academic challenge (r= 0.77, r= 0.78, r= 0.54, respectively); with all of these being significant (p< .01). The conclusions are: (a) online synchronous class sessions can be used to promote student engagement across all NSSE categories, (b) online synchronous class sessions can be moderated via differing instructor-prompts to promote student interaction and engagement.

中文翻译：

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同步在线营养课程的教师提示和学生参与

摘要 高等教育在线课程的数量正在增加。然而，为了最好地实施这些课程，需要阐明同步在线教学的最佳实践的经验证据。研究目的是检查同步在线课堂会话，以 (1) 量化交互类型、频率和速率，(2) 量化学生参与频率，以及 (3) 量化三个领域的教师提示频率，以调查与每个类别的关系学生参与度。总共转录了 24 个先前记录的同步会话，包括口头和文本聊天交互。根据七项原则和全国学生参与调查的五个类别，学生互动的每一行都被确定为肤浅的或包含至少一个参与实例的证据。教师互动的每一行都同时针对以下至少一种形式的提示进行编码：社交、组织或智力。来自 Cohen's kappa 的编码交互的测试者间可靠性 = 0.91。社交提示是支持性校园环境的最佳预测指标（r = 0.79）；组织提示是丰富学术经验的最佳预测指标（r = 0.72）；和智力提示是教师互动、主动/协作学习和学术挑战的最佳预测指标（分别为 r=0.77、r=0.78、r=0.54）；所有这些都是显着的（p< .01）。结论是：(a) 在线同步课程可用于促进所有 NSSE 类别的学生参与，(b) 在线同步课程可以通过不同的教师提示进行调节，以促进学生的互动和参与。