Moving Traditionally Face-to-Face Group Interactive Learning and Projects to the Digital Classroom
Leadership and Teacher Education, University of South Alabama
As classrooms become more digitally enhanced, many educators feel a sense of urgency to ensure that some of the more interactive, traditionally face-to-face elements of their content are not lost in translation to online interaction. Research shows a growing concern among P-12 and higher education instructors over loss of quality and coherence in learning that has traditionally hinged upon student interaction and peer and instructor feedback. An assistant professor of English education addresses this issue with a comparison of both online and on campus applications of traditionally face-to-face activity including group projects, writers' workshops, book clubs, and learning centers, using six semesters of students to share in and provide feedback about the process. The ongoing results include both challenges and advice for overcoming some of the issues of moving such activities to the digital classroom.