Learning process improvement in online learning during COVID-19: the lesson study contribution

Abstract

The COVID-19 pandemic necessitated rapid adaptations in higher education, requiring lecturers to adopt innovative strategies to maintain instructional quality. This study examines the use of lesson study as a collaborative approach to enhance student learning and improve the effectiveness of online instruction. Grounded in a model adapted from Cumhur and Guven, the lesson study framework follows three core stages: planning, implementation, and reflection. This qualitative research involved 80 fourth-semester students and a team of educators, including one model lecturer, three peer lecturers, and five observers. Data were collected through questionnaires and documentation and analyzed using an interactive model comprising data collection, reduction, display, and conclusion drawing. Findings indicate that reflective practices during the lesson study process significantly contributed to the development of well-structured lesson plans, ultimately supporting a more effective and coherent online learning experience. The study highlights the potential of lesson study to foster continuous professional development and improve online teaching practices during periods of educational disruption.

Keywords: Instructional design; lesson study; online learning; reflection; teaching innovation