Great Expectations: Bridging Conceptual Gaps in Live Online Learning

Distance learning continues to grow and online learning is providing flexible learning opportunities to many learners, who typically are unable to participate in full-time campus-based courses (Parenti, 2013). There is an... [ view full abstract ]

Distance learning continues to grow and online learning is providing flexible learning opportunities to many learners, who typically are unable to participate in full-time campus-based courses (Parenti, 2013). There is an increasing use of asynchronous and synchronous tools that are enabling learners to participate in a range of learning activities. More and more institutions are combining online learning with face-to-face on campus learning. The literature suggests that asynchronous learning supports cognitive participation and that synchronous learning better supports increased motivation and active learning (Murphy et al., 2010).
Many institutions capture these sentiments in the guidelines they publish for faculty and students by stating that synchronous sessions should, where possible, focus on discussion and active learning while asynchronous interaction, primarily discussion forums, should focus on deep reflection. However, all too often it appears that these espoused theories of active learning in ‘live’ online learning sessions are not reflected in tutor practice (Hallissy, 2014). This paper will gather the perceptions and the experiences of faculty in relation to live online classroom teaching and this will then be contrasted with the espoused theory of synchronous online learning (Anderson, 1994 and Smith, 2013).
The paper will make the case that institutions need to clearly articulate the types of learning activities they wish learners to experience in live online learning sessions. It is not enough to assume that faculty can make this decision on their own, there is a need for a shared view. The paper will explore how institutions can support faculty and students in ensuring that the espoused theory of synchronous online learning is actually reflected in such sessions. All too often tutors are expected to lead and dominate such sessions, with limited input from learners in terms of discussion and/or questions. Such practices run counter to the theory of live online learning and the paper will suggest some ways in which institutions might rebalance such practices so that learners have a greater role to play in live online learning. This could include developing a signature pedagogy for such sessions that clearly articulates an agreed set of practices for tutors and learners. Institutions can also provide regular opportunities for faculty to share their professional practices with colleagues online and in context. The paper will present a mix of qualitative and quantitative data that has been gathered over a number of months with faculty on their experiences with learners and how they support active learning within their discipline.
Live online learning provides new opportunities for higher education institutions to redesign learning but it is an area that is still relatively under researched and there is a lack of sufficient professional practice knowledge available (Hallissy, 2014). There are clearly great expectations around the use of live online learning but it is becoming clear that institutions need to review what is actually taking place in these spaces and to consider if the expectations match the reality?