Applications of Research to Practice
The "Asynchronish" Classroom: Supporting Belonging in Math Education Courses
Dennis DeBay, University of Colorado Denver
Josie Smith, University of Colorado Colorado Springs
Abstract
This paper explores the integration of "asynchronish" learning, blending synchronous and asynchronous elements to foster community and engagement in online education, particularly in mathematics education. Leveraging Garrison's Community of Inquiry framework, the study examines the use of Slack to bridge traditional classroom dynamics with digital learning, aiming to create an authentic online environment. By analyzing collaboration strategies, the research highlights their impact on community building, focusing on the perspectives of asynchronous pre-service teachers. The findings offer insights into designing online courses that enhance social presence, belonging, and active participation, contributing to effective online pedagogy.
Dennis DeBay, University of Colorado Denver
Josie Smith, University of Colorado Colorado Springs
Abstract
This paper explores the integration of "asynchronish" learning, blending synchronous and asynchronous elements to foster community and engagement in online education, particularly in mathematics education. Leveraging Garrison's Community of Inquiry framework, the study examines the use of Slack to bridge traditional classroom dynamics with digital learning, aiming to create an authentic online environment. By analyzing collaboration strategies, the research highlights their impact on community building, focusing on the perspectives of asynchronous pre-service teachers. The findings offer insights into designing online courses that enhance social presence, belonging, and active participation, contributing to effective online pedagogy.
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