Teacher Perspectives on Breakout Rooms in Online Education in a K-12 Bilingual School in China
DOI:
https://doi.org/10.22555/joeed.v11i1.931Keywords:
elementary education, online learning, breakout rooms, teacher perspectivesAbstract
One key problem when teaching online, is the lack of access to group work and collaboration. This study used two main methods of research, a survey including 4 questions and a 5-point Likert scale with 4 statements, and an interview with a Head of Educational Technology. This was done in a large K-12 bilingual school in Shanghai, China. Some key findings included: 92% of teachers knew what breakout rooms are; almost 3 times the percentage of teachers agreed (59%) that breakout rooms are viable in online learning as opposed to disagreed (17%); double the percentage of teachers disagreed (24%) that breakout rooms are too problematic to use as opposed to agreed (48%); 81% of teachers agreed that they need to know more activities for use with breakout rooms; and 79% of teachers agreed they needed to know how to better expose students to breakout rooms. There was a significant correlation between the Primary and Secondary phases; the interview responses backed up this data and the correlation. The four main fed back methods of using breakout rooms were: Group presentations, Group and pair discussions, Differentiated learning and Group research.
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