Student Participation, Engagement, Interaction and Learning in the Synchronous Online Classroom

Knowledge Gap• Synchronous online learning• Student perceptions• Foundation knowledge required• Participants are mostly teachers

potential for deeper insight into /greater awareness of T & L

Context• MSEN - approx 30 students• 2 yr blended• Year 1 was primarily delivered ftf an• Year 2 began with week long

summer school face - face including induction around synchronous online classroom

Research Methodology• Phase 1: Annonymous online

questionnaire - Moodle• Phase 2: Focus groups - online/face-

face

Why collaborate?cc: Jordan Lackey - https://www.flickr.com/photos/45022123@N08

Interdisciplinary Collaborationcc: JD Hancock - https://www.flickr.com/photos/83346641@N00

Merging Superpowers!!Interdisciplinary Collaboration

cc: JD Hancock - https://www.flickr.com/photos/83346641@N00

Student expectationscc: Elizabeth Thomsen - https://www.flickr.com/photos/92987904@N00

Inductioncc: NEC Corporation of America - https://www.flickr.com/photos/42956186@N04

Inductioncc: NEC Corporation of America - https://www.flickr.com/photos/42956186@N04

Perceived limitations• Dynamics• Communication• Public/private• Technical issues

cc: Kash_if - https://www.flickr.com/photos/79406424@N00







Distractions

cc: ted_major - https://www.flickr.com/photos/47429460@N00

Difficult conceptscc: Nina Matthews Photography - https://www.flickr.com/photos/21560098@N06

Are you comfortable?cc: Jesus Arpon - https://www.flickr.com/photos/60038918@N00

Building confidencestudent

Building confidencelecturer/learning technologist

Selected referencesBanna, J. Meng-Fen et al. Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015

Mark Brown, Helen Hughes, Mike Keppell, Natasha Hard, Liz Smith (2013) In their own words: Student stories of seeking learning supportOpen Praxis, vol. 5 issue 4, October–December 2013, pp. 345–354

Falloon, G (2011) Making the connection: Moore’s Theory of TransactionalDistance and its relevance to the use of a virtual classroom in postgraduate online teacher education, Journal of Research on Technology in Education, 43( 3), pp. 187–209.

Falloon, G. (2011). Exploring the Virtual Classroom: What Students Need to Know (and Teachers Should Consider, MERLOT Journal of Online Learning and Teaching 7(4), pp. 439-451.

Garrison, R. & Kanuka, H. (2004) Blended Learning: Uncovering its Transformative Potential in Higher Education, The Internet and Higher Education 7, pp. 95 – 105.

Ginns, P., & Ellis, R. (2007). Quality in Blended Learning: Exploring the Relationships between On-line and Face-to-face Teaching and Learning, The Internet and Higher Education 10, pp. 53–64

Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning: A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes. EDUCAUSE Quarterly, 31(4), pp. 51-55Hudson, T., Knight, B. & Collins, V. (2012). Perceived Effectiveness of Web Conferencing Software in the Digital Environment

López-Pérez, M., Pérez-López, M., & Rodríguez-Ariza, L. (2011). Blended Learning in Higher Education: Students’ Perceptions and their Relation to Outcome, Computers and Education, 56(3), pp. 818–826.

McBrien,J., Jones, P., & Cheng, R. (2009). Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning, International Review of Research in Open and Distance Learning, 10(3), pp. 1-17.

McSweeney, D., Hoffmann, M., Gray, G. & Keyes, L. (2015). Lessons learned from Teaching Data Analytics in a Fully Online Mode at Postgraduate Level. Higher Education in Transformation Conference, Dublin, Ireland, 2015, pp.265-272.to Deliver a Graduate Course in Applied Behaviour Analysis. Rural Special Education Quarterly, 31(2), pp.27-39.

Many thanks to...• Pip Ferguson• Research Committee, St.

Patrick's College• Selected references on Twitter

#esai16