Searching for "synchronous"
Anyone being coerced by admin to do synchronous classes instead of asynchronous? I’m zoomed out.
more on synch vs asynch in this IMS blog
Discussion in my faculty meeting this morning: academic advisor shared that even though students previously said they wanted synchronous courses (because they were more like f2f courses) they now are dropping synchronous in favor of asynchronous. I find this hard to believe. Is anyone actually experiencing this?
more on synchronous discussions in this IMS blog
more on asynchronous discussions in this IMS blog:
Zolfaghari, M., Austin, C. K., Kosko, K. W., & Ferdig, R. E. (2020). Creating Asynchronous Virtual Field Experiences with 360 Video. Journal of Technology and Teacher Education, 28(2), 315–320.
The global COVID-19 pandemic has disrupted normal face-to-face classes across institutions. This has significantly impacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 classroom). In this paper, we describe efforts to adapt an assignment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 video, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experiences are not a complete replacement for face-to-face field-based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of pandemic.
more on Video 360 in this IMS blog
and specifically for education:
SYNCHRONOUS ONLINE INSTRUCTION RESOURCES
open google doc to start crowd-sourcing tools/activities/strategies for interactive synchronous online instruction
Are you going to teach synchronously or asynchronously? What’s better for your students? What’s better for you?
in the synchronous online classroom you can readily help students remember why they registered for your course to begin with, which can be very grounding.
The most popular reason for choosing this option for your teaching is flexibility regarding when work is done. Asynchronous classes have pedagogical benefits too. They allow students to literally “pause” your class when they are confused or need a break, something only possible in their dreams for in-person and synchronous online classes, which go at a pace not set by them at all. Also, the technology requirements to take in an asynchronous class are lower, and this is therefore more accessible to more students.
An example of “doing both”
How to Reconnect With Students and Strengthen Your Remote Course
APRIL 09, 2020
how to structure a supportive learning environment, and how that might apply to an emergency situation such as this, where many students struggle to stay focused, or find it difficult to learn with unfamiliar systems and technologies.
- Normalize the abnormal.
- Create an online presence.
- Explain, and then explain some more.
- Take advantage of the technology.
- Foster community.
more on synchronous vs asynchronous in this IMS blog
My Note: synchronous vs asynchronous; Adobe Connect vs Zoom. Also Flipgrid for asynchronous videochats.
From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Celine Greene <celine.greene@JHU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, April 23, 2019 at 2:38 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: [BLEND-ONLINE] Advice for Synchronous Online Classes Using Zoom Meetings?
Our school is transitioning from using Adobe Connect to using Zoom Meetings for synchronous online class sessions, of which most of our online courses schedule at least a few times each term. So after years of “controlling the user experience” with the Adobe Connect layouts and relying primarily on text chat, we are heading in the direction of screen sharing with the enhanced social and community-building experience of video “taking over” chat. Some people are very excited about this move, given the popularity and ease-of-use of the Zoom platforms. Other people are a little more wary – especially when it comes to large (e.g., 40 to 200+ students) classes.
Please share your thoughts and experiences on what faculty and students should be aware of when using Zoom Meetings (not the webinar) for a synchronous class session. Here’s some of the things I was curious about…
- Do you have a set of “instructions” or recommendations for students — e.g. so they see the chat as it happens?
- Are there any best practices in terms of meetings set-up that you recommend for your faculty? (Mute participants upon entry, always show meeting control bar, etc.)
- Have there been some scenarios that have been fantastic or some that have been horrible for using Zoom?
- Is there a class size where the number of participants starts negatively impacting the learning opportunity? (i.e., I realize Breakout rooms are an option but also not appropriate for all situations, such as having a guest speaker come in to have an interactive Q & A or having a software demonstration.)
- Are there any major “fails” you’ve learned from or, alternately, success stories?
- Are your students required to have Zoom accounts?
- Do you have a method for tracking attendance?
Thanks for your input! – celine Celine Greene Instructional Technologist Center for Teaching and Learning, JHSPH http://ctl.jhsph.edu
more on synchronous learning environments
Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118
Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .
With regard to educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.
Creating Collaborative, Interactive & Engaging Online Learning Environments with Shindig
Shindig Interactive Video Chat for Canvas LMS, February 6, 2:00 – 3:00pm (EST)
Shindig recently announced its integration with Canvas by Instructure, bringing the former’s video chat platform to the learning management system.
Attend this webinar to learn how instructors can instantly schedule, customize and launch Shindig sessions directly from within the Canvas LMS, as well as automatically add the video chat sessions to students’ schedules.
Learn about the positive impact of collaborative and interactive learning environments on student success first-hand from educators and instructional technologists from leading universities. This session will highlight different use cases Shindig can be utilized for, including course delivery, office hours, guest speakers, workshops and more.
Early adopters of the Shindig platform will also be sharing highlight videos of their use of the platform and answering questions attendees may have.
Shindig Early Adopter Guest Speakers:
- Michael Angilletta, Professor & Senior Sustainability Scholar, Associate Director of Undergraduate Programs, Arizona State University
Note: Watch the brief tutorial video, Canvas for Shindig
The Shindig Canvas plugin is available for free on a public GitHub Repo. Once the plugin is installed in the university’s LMS, IT administrators can contact Shindig for an API key to enable the creation of on-demand Shindig sessions in Canvas. The company is offering each Canvas client institution 10 free Shindig sessions of up to 1,000 attendees.
First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).
Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.
From the The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Can you recommend a peer-reviewed research article that addresses the learning outcomes/learning effectiveness of asynchronous vs. synchronous teaching approaches in online courses?
We have a program that has required weekly synchronous sessions (held via Bb Collaborate) that support the otherwise asynchronous courses in the program. The department is considering making that requirement optional to accommodate worldwide learners, but there are faculty who are concerned about the impact to the learning and transfer of knowledge to the students.
Any research that addresses the differences in these teaching modalities when it comes to learning outcomes?
Thanks in advance, Kristen Kristen Brown Assistant Director, Online Learning Delphi Center for Teaching and Learning
I am happy to share my own dissertation research which specifically focused on this topic as well. Please email me and I will share. firstname.lastname@example.org
My note: I emailed Andy and will attach his dissertation to this blog, if interest
On Behalf Of Henri Moser
Sent: Friday, January 06, 2017 8:35 AM
Here is a link to my dissertation which centered on synchronous academic support for online graduate students.Best,Henri
more on synchronous online learning in this IMS blog
Most Faculty Tackle Synchronous Online Instruction Ill-Prepared
By Dian Schaffhauser 09/22/16
a new report from the Online Learning Consortium, a non-profit professional organization that aims to help educators integrate best practices into their online instruction. The OLC researchers involved in developing “What Can We Learn From Our Colleagues? A Framework for Virtual Classroom Training” solicited online responses from 733 people with “substantial” experience in teaching and “significant” experience in online.
Among the instructors who had taught using a synchronous classroom, two thirds (66 percent) had received training specifically on how to do that. A quarter (27 percent) received a month or more of training; a third (32 percent) received less than a day. A remarkable 55 percent took their training before going into a virtual classroom.
Half of the respondents were primarily self-taught; only 24 percent received formal training; and the remaining 26 percent did their learning through informal conversations with peers who teach synchronously. The training included lots of reading, video tutorials and listening to lectures — in other words, as the report’s authors noted, “sage on the stage” activities that are “antithetical to effective virtual classroom pedagogy.” Forty-one percent of people said synchronous activities “played little or no role in their virtual classroom training”; only 30 percent found that synchronous activities did play a substantial role.
What didn’t exist in training for almost four in five respondents were any of the following:
- “Shadowing” of an experienced online instructor;
- Teaching or co-teaching in a classroom being monitored by a trainer or experienced online instructor; or
- Reviewing recordings of their own performances in a virtual classroom.
Also helpful, the survey found:
- Peer coaching from colleagues;
- Reviewing recordings of the instructor’s performance; and
- Consulting with an instructional designer.
my note: another glaring proof that faculty IS needed in the process.
more on synchronous online instruction in this IMS blog