Perspectives of learning in synchronous online education

Online learning is on the rise, and synchronous online learning in particular is gaining traction in the higher education field. To better understand how instructional strategies and technology are leveraged to maximize opportunities for meaningful and higher-level student learning, a deeper dive into what happens in a synchronous online class from the perspectives of all of its participants is necessary to best understand how to synthesize and apply best practices. The purpose of this study is to understand from the instructor’s and students’ perspectives what learning looks like in a synchronous online class and how it contributes to student learning. The research question is answered through a case study that included interviews with a single instructor and students from multiple courses she taught. Based on the data gathered and analyzed from the study, responses showed students identified key learning opportunities when they were provided scaffolding activities, when given opportunities to engage in meaningful guided discussions with peers, and when asked to reflect and think critically about their practice. On this basis, it is recommended that instructors of synchronous online learning courses provide ample opportunities for students to participate in instructional scaffolds to build their knowledge, participate in dialogue with peers through whole class discussions and smaller break out groups facilitated by the videoconferencing technology provided, and to embed activities that require students to reflect on their practice.在线学习正处于蓬勃发展阶段，其中同步在线学习（synchronous online learning）在高等教育领域的应用热度持续攀升。为明晰如何通过教学策略与技术手段最大化创设富有意义的高阶学生学习契机，亟需从同步在线课堂全体参与者的视角深入剖析课堂运行实况，方能更好地归纳并推广最优教学实践范式。本研究旨在从授课教师与学生的双视角出发，探究同步在线课堂中的学习形态及其对学生学习的促进路径。本研究采用单案例研究方法，对一名授课教师及其所授多门课程的学生开展访谈，以此解答上述研究问题。基于本研究收集与分析的数据结果，学生反馈显示，当获得支架式教学活动支持、拥有与同伴开展富有意义的引导式讨论的机会，以及被要求对自身学习实践进行反思与批判性思考时，他们能够获取关键的学习契机。基于上述结论，本研究建议同步在线课程的授课教师为学生提供充足的支架式教学参与机会，以助力其知识体系构建；依托配套的视频会议技术，组织全班集体研讨与小型分组讨论，促进学生同伴间的对话交流；并嵌入要求学生对自身学习实践进行反思的相关活动。