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Synchronous Online Teaching and Learning: Advantages over the Traditional Classroom

Synchronous Online Teaching and Learning: Advantages over the Traditional Classroom. Context for claim 4 th year using hybrid delivery, after 20 years of traditional onsite classroom Platform progression Learning curve for all Still improving and evolving Users and technologies

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Synchronous Online Teaching and Learning: Advantages over the Traditional Classroom

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  1. Synchronous Online Teachingand Learning:Advantages over the Traditional Classroom • Context for claim • 4th year using hybrid delivery, after 20 years of traditional onsite classroom • Platform progression • Learning curve for all • Still improving and evolving • Users and technologies • Terminology • Synchronous • Asynchronous • Hybrid/Blended (online/onsite or all online, but combo of synch./asynch.)

  2. Default and Supported Resources and Tools • Asynchronous – Primarily Moodle (www.moodle.org) • Forum (individual and group posting and processing) • Wiki (probably surpassed in most ways by Google Docs) • Quiz feature (also useful for non-graded reflection/processing) • MediaCore(MBA’s web-based video storage and streaming service) • Synchronous – Zoom (www.zoom.us) • Polling – Socrative (www.socrative.com) • Free web-based educational tool for student assessment • Used in synchronous environment…or asynchronously

  3. Advantages of Synchronous Environment …If every participant connects independently from a computer and keyboard… • Discussion (best view of faces; chat feature) • Guest/expert visits (from anywhere in the world) • Polling (many ideas shared at once, from everyone!) • Record/Archive (regular, logistics, in advance…flipped) • Group Annotation (e.g., relative placement on a continuum) • EVERY student has multiple outlets for involvement (chat, polling) • Convenient and cost-saving (location, time, connecting with tutors) …All of this isgiving us ideas about improving our onsite teaching methods!

  4. Advantages of Synchronous Environment …If every participant connects independently from a computer and keyboard… • Discussion (best view of faces; chat feature) • Guest/expert visits (from anywhere in the world) • Polling (many ideas shared at once, from everyone!) • Record/Archive (regular, logistics, in advance…flipped) • Group Annotation (e.g., relative placement on a continuum) • EVERY student has multiple outlets for involvement (chat, polling) • Convenient and cost-saving (location, time, connecting with tutors) …All of this isgiving us ideas about improving our onsite teaching methods!

  5. Advantages of Synchronous Environment …If every participant connects independently from a computer and keyboard… • Discussion (best view of faces; chat feature) • Guest/expert visits (from anywhere in the world) • Polling (many ideas shared at once, from everyone!) • Record/Archive (regular, logistics, in advance…flipped) • Group Annotation (e.g., relative placement on a continuum) • EVERY student has multiple outlets for involvement (chat, polling) • Convenient and cost-saving (location, time, connecting with tutors) …All of this isgiving us ideas about improving our onsite teaching methods!

  6. Early Lessons and Learning Curve • Faculty have tendency at first to try to replicate onsite style to online • There may be a requisite period of adaptation • Technology tools make a difference • Find products best suited to specific needs (Zoom, Socrative) • Internet bandwidth makes a difference • DSL connections are workable, but marginal (accommodation) • Audio is the most vexing and nagging problem to solve • Headsets with boom (noise-cancelling) mics • Mics always in the open position (unmuted)

  7. Growing pains • Learning process for everyone • Skepticism  acceptance  excitement • Training and orientation • Period of gaining comfort • Shifting paradigms, understanding, methods • Redesigning course content and pedagogy • New technologies shuffle the deck…next round • Online protocols and best practices • A dynamic contract of connection and engagement • A lot of new ground to cover initially • Address new and emerging challenges • New technologies shuffle the deck…next round

  8. Online Protocols and Best Practices • Professional demeanor & preparation for the online experience includes these best practices: • Before class consider whether there may be competing interests for your internet BANDWIDTHand take steps to ensure strong and reliable signal. • Participants should select a QUIET space to connect and work online. • Participants should be ALONE in the room/space where they are connected. • Participants should be SITTING comfortably at their COMPUTER(mobile devices should be used only for emergencies or extraordinary circumstances). • Participants should consider lighting to ensure well-lit FRONT and no direct BACK-LIGHTING. • Participants should arrange their WEBCAM to display their face in the center of their video feed. • Eating and drinkingis distracting and should be avoided while actively onscreen. Nourishment could be taken during breaks, viewing video, or during off-screen transitions. • Participants must use program-provided headsets with noise-cancelling boom microphone. • Organize materialsbefore class to allow access during class with minimal disturbance of noise or movement. • For optimal oral exchange, MICs should normally be in the OPEN position. • Plan to engage with the professor-instructed activities, avoiding non-relevant distractions. • Participants are ENCOURAGED to utilize the CHAT feature to augment learning and communication channels, but this should be kept on topic and sent to ALL PARTICIPANTS. • Participants who do not take the time to ensure that their connection and conditions are optimal degrade the class session for everyone, and the opportunity for an enjoyable and constructive connective experience! After offering a rationale for why we use a hybrid model (46% online): • Community • Use in “business” • Resource use • Reduce costs • Reduce emissions • Flexibility (travel) • Flexibility(weather)

  9. Considerations in Synchronous Teaching • Building Community • Water cooler time • Small group breakouts • Social starters at the end of sessions • More intentional about using a wider variety of methods • Plan class for student engagement activities (passiveactive) • Plan class for mix of activities (15-20 minute segments) • Lecture, discussion, small group breakouts, polling, video, combos, etc. • Insufficient internet speeds or bandwidth bottlenecks

  10. Q&A • Questions? • Appendix Zoom Capabilities

  11. Zoom capabilities • Maximum of 25 participants in current license structure (50?) • Three possible modes: speaker view, gallery view, share-screen • Gallery View (we’ve found this most helpful for dynamic discussion) • Everyone sees everyone’s face – halo around active speaker • Raising hands either electronically or physically in video feed • Chat feature gets more students involved and provides an additional channel • Quieter students are more likely to use chat; everyone has ways to express themselves • Dual-channel discussion, with each informing the other channel (adds extra dimension) • Chat log saved for later review; I use this help guide subsequent coverage/classes • Allows guest speakers to join from anywhere! • Zoom sessions can be recorded and archived for re-viewing

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