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

Martin, Florence; Ahlgrim‐Delzell, Lynn; Budhrani, Kiran

doi:10.1080/08923647.2017.1264807

Cited by 77 publications

(65 citation statements)

References 21 publications

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“…Online learners pay attention to structure and leadership of virtual learning environments to take a deep and meaningful approach to learning (Garrison & Cleveland, 2010). A systematic review from 1995 to 2014 (Martin, Ahlgrim & Budhrani, 2017) conclude that it was not clearly distinguishable whether the Synchronous Online Learning technology was used for disseminating the content or whether it was used to allow students to interact with each other or the material. Research from different authors (Prendes & Gutierrez, 2013, ITU-UNESCO, 2014, and Kebble, 2017 considers that ICT should promote interactivity favoring forms of communication in the knowledge society.…”

Section: Theoretical Framework Ict In Higher Distance Educationmentioning

confidence: 99%

The Learning Platform in Distance Higher Education: Student’s Perceptions

González¹,

Medina-Rivilla²,

Dominguez-Garrido³

et al. 2019

Turkish Online Journal of Distance Education

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The aim of this study is to discover student's perceptions from the School of Education about the use of the learning platform to improve educational process in distance higher education. To this end, a descriptive study with a mixed approach (quantitative and qualitative) has been applied according to the objectives of the study. An ad-hoc semi-structured questionnaire has been validated by experts, obtaining the response of 111 students of the Spanish National University of Distance Education (UNED), who are conducting social education, pedagogy, and master's degrees in education. The results showed positive values in the different dimensions analyzed: (I) Role of learning platform in distance education, (II) Instructional of the design learning platform, (III) Didactic interaction through the learning platform and (IV) The learning platform and professional practice. The analysis of the open questions, provides guidelines for improving the use of the learning platform in distance higher education regarding strengths (student's exchange, and independent learning) and weaknesses (feedback delay, and content repository).

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Section: Theoretical Framework Ict In Higher Distance Educationmentioning

confidence: 99%

The Learning Platform in Distance Higher Education: Student’s Perceptions

González¹,

Medina-Rivilla²,

Dominguez-Garrido³

et al. 2019

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

show abstract

“…We searched the EBSCOhost, Directory of Open Access Journals, Google Scholar, and Elsevier databases for key issues and design elements using the following keywords: STEM, science, technology, engineering, mathematics, online, e-learning, science education, distance education, online course activities, universal design for learning, UDL, student feedback, student satisfaction, and student engagement. While limited research was found on effective design elements specific for online STEM courses, ample research has been conducted on effective online course designs in general (Martin, Ahlgrim-Delzell, & Budhrani, 2017;Ralston-Berg, Buckenmeyer, Barczyk, & Hixon, 2015). This search revealed Bayraktar's (2001) meta-analysis which found that computer-assisted instruction increased student performance in science education as well as Schoenfeld-Tacher, McConnell, and Graham's (2001) study in which students in an online section of an upper level science course demonstrated a higher proportion of high-level interactions and outperformed their peers in the corresponding on-campus section.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Exploring Best Practices for Online STEM Courses: Active Learning, Interaction & Assessment Design

Chen

Bastedo

Howard

2018

OLJ

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The purpose of this study was to examine effective design practices for online courses in the science, technology, engineering, and mathematics (STEM) fields at a large four-year public university in southeastern United States. Our research questions addressed the influence of online design practices on students’ perception of learning and learning satisfaction. An online survey was completed by 537 students from 15 online STEM courses in spring 2016. The survey results indicated that effective online STEM courses integrated active learning activities, interactive engagement strategies, and robust assessments. In particular, assessment design significantly impacted students’ self-perceived learning and learning satisfaction for students of all populations. The findings inform instructors and instructional designers on how to design effective, inclusive, and engaging online STEM curriculum. Online STEM instructors are strongly encouraged to utilize the Universal Design for Learning principles in course design, which benefit all students including students with disabilities.

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“…As a result of these findings, for fall 2016, one intervention was implemented that has been routinely shown to increase both student-content (e.g., and student-student (e.g., Hara, Bonk, & Angeli, 2000) interactions in asynchronous discussions: assigning discussion roles. The evaluation of the discussion role intervention makes important contributions to our knowledge of designing interventions for synchronous discussions, which are not as thoroughly researched as asynchronous discussions (Martin, Ahlgrim-Delzell, & Budhrani, 2017). In addition, the effect of self-and group reflections on student-content and student-student interaction was tested, as this is an area that has been identified in the literature for further research (De Wever, Schellens, Van Keer, & Valcke, 2008;Murphy & Jerome, 2005;Walker, 2004).…”

Section: Student Engagement With Course Content and Peers In Synchronmentioning

confidence: 99%

“…Additionally, the tool itself can be both a source of constraints and opportunities, depending on its design and supported functions. A recent review of online synchronous discussions found the choice of tool to be the most common independent variable in study designs (Martin et al, 2017), demonstrating at least the perceived importance of differences between tools in the online learning literature.…”

Section: Online Pedagogy In Contextmentioning

confidence: 99%

Student engagement with course content and peers in synchronous online courses discussions

Truhlar

Williams

Walter

2019

OLJ

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As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self and group reflection on student-content and student-student interaction outcomes in four synchronous chats conducted in an online introductory-level sustainability course. We also considered what occurred within group reflections to inform how they are structured in the future. We found that assigning roles increased the proportion of critical student-student interactions. Self-reflections had no effect on either interaction type. Groups completing group reflections had a greater proportion of critical student-content interactions in the third chat and critical student-student interactions in the fourth chat than the groups that did not complete the group reflections. Based on our results, we plan to keep roles and group reflections going forward, and eliminate self-reflections. Furthermore, to increase the effectiveness of the group reflections, we propose some ideas to increase student ability to convert their ideas into change during subsequent chats.

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

Cited by 77 publications

References 21 publications

The Learning Platform in Distance Higher Education: Student’s Perceptions

The Learning Platform in Distance Higher Education: Student’s Perceptions

Exploring Best Practices for Online STEM Courses: Active Learning, Interaction & Assessment Design

Student engagement with course content and peers in synchronous online courses discussions

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