Analysis of Social Interaction and Behavior Patterns in the Process of Online to Offline Lesson Study: A Case Study of Chemistry Teaching Design based on Augmented Reality

ABSTRACT

Lesson study (LS) is an effective means of improving teachers’ facility with teaching design. This research designs a case study of online to offline (O2O) LS and explores the social interaction and behaviour patterns in the process of the LS. The participants included 29 chemistry teachers from 10 secondary schools and two educational technology experts from a university in western China, who participated in the O2O LS, with Chemistry Teaching Design based on Augmented Reality (AR): Molecules and Atoms as its topic. Through social network analysis (SNA) and lag sequence analysis (LSA), the findings of this case study indicate that: (1) in the LS process, the two co-hosts played their due roles well, while different teachers played strong guiding and controlling roles in different discussion phases, and (2) in different discussion phases, the behaviour sequence of teachers’ knowledge construction presented different characteristics in that high-level knowledge construction took place among teachers in the later phases under the leadership of the host. This study will aid in the design and implementation of O2O LS and the description of interactive characteristics in teachers’ collaborative learning so as to provide reference for using teacher training process data and improving teachers’ professional abilities.

KEYWORDS:

• Lesson study
• teachers’ interaction
• knowledge construction
• collaborative learning
• social network analysis (SNA)
• lag sequential analysis (LSA)

Acknowledgments

We would also like to thank teachers and students from Wuchuan, Zunyi, Guizhou Province, China.

Disclosure statement

No potential conflict of interest was reported by the author.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author.

Additional information

Funding

National Natural Science Foundation of China [grant numbers: 71974073], Humanities-society Scientific Research Program of the Ministry of Education of China [grant number: 19YJCZH176], Planning Project of Education Science of Hubei Province [grant number: 2020GA005].

Notes on contributors

Ni Zhang

Ni Zhang received the PhD degree in educational technology from Central China Normal University (CCNU), Wuhan, China, in 2020. Currently, she is an associate professor at the Institute of Education at Guizhou Normal Unviersity. Her research interests include learning analytical technology and teachers’ professional development.

Qingtang Liu

Qingtang Liu is a professor at the School of Educational Information Technology at CCNU. His recent research interests include technology-enhanced learning, e-learning and teachers’ professional development.

Xinxin Zheng

Xinxin Zheng is a Master Degree Candidate at the School of Educational Information Technology at CCNU. Her research interests include instructor’s non-verbal behaviour and teachers’ professional development.

Lei Luo

Lei Luo is a Master Degree Candidate at the School of Educational Information Technology at CCNU. Her research interests include instructor’s non-verbal behaviour and teachers’ professional development.

Yun Cheng

Yun Cheng is a professor in Huanggang Normal University. His research interests include learning analysis technology and teachers’ professional development.