Systematic Review of Two Decades (1995 to 2014) of Research on Synchronous Online Learning

2017 ◽  
Vol 31 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Florence Martin ◽  
Lynn Ahlgrim-Delzell ◽  
Kiran Budhrani
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Synchronous Online Learning ◽  
Synchronous Online

scholarly journals Synchronous online learning during movement control order in higher education institutions: a systematic review

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1056
Author(s):  
Yee Wan Lee ◽  
Magiswary Dorasamy ◽  
Abdul Aziz Bin Ahmad ◽  
Manimekalai Jambulingam ◽  
Peik Foong Yeap ◽  
...  
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Online Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Higher Education Institutions ◽  
Movement Control ◽  
Control Order ◽  
Synchronous Online Learning ◽  
Synchronous Online

Background: Higher education institutions (HEI) are not spared from the coronavirus disease 2019 (COVID-19) pandemic. The closure of campuses because of the movement control order (MCO) to mitigate the spread of the COVID-19 has forced HEIs to adopt online learning, especially synchronous online learning (SOL). Although teaching and learning can be continued via SOL, retaining students’ interest and sustaining their engagement have not been sufficiently explored. This study presents a systematic review of the research pertaining to SOL associated with students’ interest and engagement in HEIs during the MCO environment. Methods: Five major online databases, i.e., EBSCOhost, Science Direct, Emerald, Scopus and Springer were searched to collect relevant papers published between 1st January 2010 to 15th June 2021 including conference proceedings, peer-reviewed papers and dissertations. Papers written in the English language, based in full-fledged universities, and with these five keywords: (i) synchronous online learning, (ii) engagement, (iii) interest, (iv) MCO/Covid-19 and (v) HEI, were included. Papers focussing on synchronous and asynchronous online learning in schools and colleges were excluded. Each paper was reviewed by two reviewers in order to confirm the eligibility based on the inclusion and exclusion criteria. Results: We found 31 papers of which six papers were related to SOL, engagement and interest in HEIs in the MCO environment. Our review presents three major findings: (i) limited research has been conducted on SOL associated with students’ engagement and interest, (ii) studies related to the context of HEIs in the MCO environment are limited, and (iii) the understanding of the new phenomena through qualitative research is insufficient. We highlight the SOL alignment with students’ engagement, interest, style preference, learner interaction effectiveness, behavior and academic performance. Conclusions: We believe that the findings of this study are timely and require attention from the research community.

scholarly journals Synchronous online learning during movement control order in higher education institutions: a systematic review

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1056
Author(s):  
Yee Wan Lee ◽  
Magiswary Dorasamy ◽  
Abdul Aziz Bin Ahmad ◽  
Manimekalai Jambulingam ◽  
Peik Foong Yeap ◽  
...  
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Online Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Higher Education Institutions ◽  
Movement Control ◽  
Control Order ◽  
Synchronous Online Learning ◽  
Synchronous Online

Background: Higher education institutions (HEI) are not spared from the coronavirus disease 2019 (COVID-19) pandemic. The closure of campuses because of the movement control order (MCO) to mitigate the spread of the COVID-19 has forced HEIs to adopt online learning, especially synchronous online learning (SOL). Although teaching and learning can be continued via SOL, retaining students’ interest and sustaining their engagement have not been sufficiently explored. This study presents a systematic review of the research pertaining to SOL associated with students’ interest and engagement in HEIs during the MCO environment. Methods: Five major online databases, i.e., EBSCOhost, Science Direct, Emerald, Scopus and Springer were searched to collect relevant papers published between 1st January 2010 to 15th June 2021 including conference proceedings, peer-reviewed papers and dissertations. Papers written in the English language, based in full-fledged universities, and with these five keywords: (i) synchronous online learning, (ii) engagement, (iii) interest, (iv) MCO/Covid-19 and (v) HEI, were included. Papers focussing on synchronous and asynchronous online learning in schools and colleges were excluded. Each paper was reviewed by two reviewers in order to confirm the eligibility based on the inclusion and exclusion criteria. Results: We found 31 papers of which six papers were related to SOL, engagement and interest in HEIs in the MCO environment. Our review presents three major findings: (i) limited research has been conducted on SOL associated with students’ engagement and interest, (ii) studies related to the context of HEIs in the MCO environment are limited, and (iii) the understanding of the new phenomena through qualitative research is insufficient. We highlight the SOL alignment with students’ engagement, interest, style preference, learner interaction effectiveness, behavior and academic performance. Conclusions: We believe that the findings of this study are timely and require attention from the research community.

scholarly journals “Generation invisible?. Higher Education Students’ (Non)Use of Webcams in Synchronous Online Learning

2021 ◽  
Vol 2-2 ◽  
pp. 100068
Author(s):  
Svenja Bedenlier ◽  
Iris Wunder ◽  
Michaela Gläser-Zikuda ◽  
Rudolf Kammerl ◽  
Bärbel Kopp ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Education Students ◽  
Synchronous Online Learning ◽  
Synchronous Online

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning

2013 ◽  
pp. 84-108 ◽  
Author(s):  
Annie Saint-Jacques
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Community Of Inquiry ◽  
Doctoral Study ◽  
Asynchronous Online Learning ◽  
Graduate Seminars ◽  
Ongoing Dialogue ◽  
Synchronous Online Learning ◽  
Synchronous Online

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its innovative application to synchronous online learning which has to date received little attention in the literature. This chapter reports on effective ways to engage graduate students attending virtual seminars in real time, based on the findings of a qualitative doctoral study that took place in five Francophone and Anglophone North American universities. The crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the classroom has yet to be identified with, and embraced by faculty, but students are generally satisfied with their virtual graduate seminars.

scholarly journals Digital Competences of Vocational Instructors with Synchronous Online Learning in Next Normal Education

2022 ◽  
Vol 15 (1) ◽  
pp. 293-310
Author(s):  
Panita Wannapiroon ◽  
Prachyanun Nilsook ◽  
Jira Jitsupa ◽  
Sakchai Chaiyarak ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Synchronous Online Learning ◽  
Synchronous Online

Synchronous Online Learning

2019 ◽  
pp. 279-302
Author(s):  
Amy L. McGinn
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Liberal Arts ◽  
Community Of Inquiry ◽  
Graduate Program ◽  
Practical Knowledge ◽  
Learning Needs ◽  
Liberal Arts University ◽  
Synchronous Online Learning ◽  
Synchronous Online

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.

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