Purpose

The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.

Design/methodology/approach

This is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.

Findings

Digital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.

Research limitations/implications

Digital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.

Practical implications

LS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.

Social implications

LS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.

Originality/value

This study is original work that has not been published elsewhere.

中文翻译：

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促进远程课程学习的数字工具

目的

作者提出，课程学习的数字教学交付格式（LS）可能具有放大传统的，面对面LS的特定方面的潜力。

设计/方法/方法

这是一个定性案例研究，使用数据三角剖分，成员检查和归纳法进行开编码，并利用扎根的理论来识别代码和主题。

发现

数字工具促进了学习和学习，允许进行严格的协作，同步观察，数据收集和反馈，从而加深了理解。

研究局限/意义

在线LS流程中使用的数字工具改变了如何共同研究，分析和编写教学计划的方式，并影响了课程的流畅性，观察和反思的便利性，学生的参与度以及研究人员和学生实际分享思想的能力时间。

实际影响

LS可以集成到在线教师教育计划中，以使学生参与在线学习并促进参与，同伴互动和学生声音。这些数字工具的使用不仅限于远程教学环境。

社会影响

LS减少了教师的孤立感，建立了教师的协作社区并增加了教学动机。遍布学校，大学或地区的教育工作者可以将在线LS集成到远程教师教育计划和在线课程中。

创意/价值

这项研究是原创作品，尚未在其他地方发表。