Shaping the Future of Telecollaboration

This chapter analyzes the present situation of telecollaboration processes in synchronous online learning environments. The Web RTC protocol is presented as a new tool for online videoconferencing and telecollaboration that may potentially change the already in use applications for such purposes. In this vein, its characteristics such as P2P connectivity, open source protocol, no plugins installation, scalability, and accessibility guarantee that this technological development will help enhance the learning process at different levels. Higher institutions and practitioners will particularly benefit from the use of this technology as its use will increase cross-cultural knowledge as well as expand students' opportunities for out-of-class tuition.

“I Found Myself Retweeting”

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

Synchronous Online Learning

This chapter explores graduate students' experiences with synchronous online learning at a private liberal arts university in the U.S. With the increasing popularity of online learning in higher education in the last decade, in-depth studies focusing on teaching and learning in a synchronous environment are needed. The author seeks to develop an understanding of synchronous learning from the perspective of students using the community of inquiry model to frame students' experiences. The students surveyed for this chapter were practicing K-12 teachers enrolled in a graduate program in educational technology. Because of students' practical knowledge of teaching, learning, and best practices for instruction, their experiences in online courses provide valuable information about the impact of synchronous online learning. This chapter sheds light on the learning needs of graduate students in a synchronous environment. This chapter also provides recommendations for how synchronous tools can be leveraged for maximum positive influence on student learning within a community of inquiry.

Technology Tools for Teaching and Learning in Real Time

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

The Role of Video and Text Chat in a Virtual Classroom

Virtual classrooms allow users in a closed network to communicate through talk, text, and video. While virtual classrooms enable synchronous online learning, little is known about how specific components of web-conferencing technology impact students' experiences. In this case study, the researcher interviewed 20 students in an online doctoral program and analyzed over 50 hours of footage from six online classes. Findings indicate that the video and text chat features of the virtual classroom provided opportunities for constant interaction and increased students' engagement and sense of community.

Is It Real or Not?

Counseling graduate trainings, in-person discussions, one-on-one supervision, group supervision, and in-person mentoring are key components of clinical trainings. Thus, developing and delivering diverse counseling trainings by utilizing effective synchronous learning cannot be emphasized more in the field of counseling training. The purpose of this chapter is to explore effective, efficient, and achievable synchronous learning methods by analyzing current counseling graduate trainees' practical experiences on synchronous learning. The chapter will discuss diverse synchronous learning tools that counseling graduate programs offer and the effectiveness of these methods as well as the directions and implications for researchers, educators, and counseling practitioners in higher education.

Synchronous Learning in an Asynchronous Environment for Orientation, Intervention, Interaction, and Students Retention

This chapter demonstrates the author's perspective, practical experience, and personal reflection on effective practices in hosting the synchronous sessions in the asynchronous (online) courses offered at a large public university in the USA. The author hosts the web-based video sessions (webinars) using the Blackboard Collaborate Ultra™ to orient the students at the beginning of the course and motivate and guide the students at regular intervals throughout the semester. The author describes how the online video sessions helped in enhancing students' learning experience which in turn helped increase the students' retention in the courses. The author also describes the challenges in hosting the synchronous webinars and suggests possible ways to overcome them.

Faces or Fingers

The use of synchronous sessions in online teaching is rising. In many online courses, students attend webinars, live lectures, and other audio/video sessions built to enhance course content. As more classes move online, there is a need for research that shows the effectiveness of synchronous sessions in both content mastery and community building. This chapter compares student participation in synchronous sessions in an online TESOL methods course in an effort to build community among class members. The synchronous methods compared include video webinars through Blackboard Collaborate (face chats), events in a private Facebook group (finger chats), and synchronous instant messaging (finger chats). Discussion focuses on interaction and community building in the different modes of synchronous chat. The chapter concludes with some suggestions for best practices that can benefit teachers who are looking for ways to enhance participation and build community in synchronous sessions in online courses.

Quality Assurance Within Synchronous Sessions of Online Instruction

This chapter addresses strategies for using the operation mechanisms of a quality assurance framework to guide the design and implementation of synchronous sessions of online instruction within a teacher education program. Quality assurance provides a foundation for systematic diagnosis, decision making, and action that results in continuous improvement of online instruction. Open systems theory in quality assurance informs this chapter. Additionally, this chapter draws on an ecological approach to the understanding of interaction that takes places in quality assurance frameworks. The chapter is organized into three parts that together address key strategies toward fostering a community of learners in synchronous sessions of online instruction while addressing quality assurance: 1) the importance of quality assurance; 2) how an educator preparation program can be enhanced through synchronous learning and quality assurance; and finally, 3) how an educator preparation program can ensure that synchronous learning and quality assurance initiatives are effective.

Beyond Button Smashing

This chapter is a literature review on synchronous learning in science classrooms primarily focused on the video game Minecraft (MC). The author argues that video games can and have been used as synchronous learning tools and as a means of live communication in the classroom. First, the author briefly discusses the historical foundations that has led to the modern video game industry to what it is today. Second, uses of MC and other video games in science classrooms are reviewed. This chapter also provides practical advice to education practitioners on ways to utilize video games and available lesson plans as a tool in science classrooms and offers researchers valuable insight on using video games as a means of expanding on their own research interests and projects.