ABSTRACT

This chapter discusses the use of IRIS Connect to record, tag and reflect on recorded synchronous online teaching. The technique evolved from the necessity of online teaching during COVID-19, when teaching practice had to be remote. Preservice teachers and their visiting mentors would co-construct “forms” in IRIS Connect that were used to objectively tag teaching actions in a recorded synchronous online teaching environment. The results of the forms were then compared to support a dialogic approach to improve teaching actions in online environments. The tool was evaluated using the Community of Inquiry framework, which recommends an approach to online teaching that encompasses a social presence, a cognitive presence and a teaching presence. The evaluation of the tool demonstrated that it was possible to improve online synchronous teaching. However, it was challenging to maintain a social presence, and this is a consideration for future use of the tool in online synchronous environments.