Does Batman need Superman? The benefits of a multi-disciplinary collaborative approach to supporting student interaction, engagement and learning in the online synchronous classroom

Although the use of the online synchronous classroom presents opportunities for exploring new pedagogical approaches, it also presents challenges in transitioning teaching and learning from the face-face to the online learning... [ view full abstract ]

Although the use of the online synchronous classroom presents opportunities for exploring new pedagogical approaches, it also presents challenges in transitioning teaching and learning from the face-face to the online learning context, not least because to date, understanding of how students learn in synchronous contexts remains a fledgeling area in terms of research.

This paper reports the findings of an a study that explored student engagement, interaction and learning in the synchronous online classroom drawing on Falloon’s (2011) theoretical framework of the typology of technical, procedural and operational knowledge underpinning student performance in the virtual classroom. The research questions addressed were: What are the experiences and perceptions of students of real time interaction, teaching and learning in the virtual classroom? Can collaboration between a lecturer and learning technologist facilitate student transition to and engagement in the virtual classroom?

The participants in this mixed method study were 27 teachers completing a blended masters programme. Phase 1 comprised anonymous online student evaluations and Phase 2 comprised two focus groups, one face-to-face and one online with 10 participants. Analysis of the findings suggests that collaboration between a lecturer and a learning technologist can facilitate shared understanding of the epistemological constructs identified by Falloon (2011), and inform the design of innovative pedagogical approaches for quality distance learning in the synchronous online classroom. In addressing the conference theme, this presentation will discuss the findings in terms of the achievements of a multi-disciplinary approach to date, and how this continued collaboration can address the challenges and opportunities presented by online synchronous learning into the future.

Falloon, G. (2011b). 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.