Bill Osterholt

EDU 654.70_Methods for Online Teaching & Learning

Dr. Jayme Linton

March 22, 2017

Literature Review for Synchronous Learning

       This literature review compares three articles on synchronous learning: “The Learning Experience: Training Teachers Using Online Synchronous Environments”, “Every Picture Tells a Story: The Power of 3 Teaching Method”, and “Considering High School Students’ Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Mode.” These studies involved synchronous distance learning from different educational environments, but as a group, they came to some of the same conclusions.                                                                            

      All three started with the same premise: the authors of “The Learning Experience” state: E-learning is now established and growing practice due to the advancement in information technology (Woodcock, 21).  The authors of “Considering High School Students’ Experience” assert that distance education has emerged due to a need for access learning when face to face education is not possible (Malinovski, 92). In “Every Picture Tells a Story,” the authors take this one step further by stating the need to go beyond flipped classrooms. Students become more engaged when they are creating rather than just receiving knowledge. They also make the point that an important element is the student’s motivation (Kates, 189). Stated another way the attitude of the student and the environment is important and essential for success (Kates 208).           

      One drawback acknowledged by the studies is synchronous learning can be more intimidating, although some studies point to increased communication, better focus, and a higher rate of completion of tasks (Woodcock, 24). On the positive side, synchronous learning can provide real time teacher-student interaction, closely matching face-to-face classrooms (Kates, 190).  The authors of “Considering High School Students’ Experience” study revealed the main element to successful online classes is students’ motivation (Malinovski, 97). Kates makes a great point: this pedagogical approach recognizes the individuality of learners.                                             

     All the studies offer empirical to support their claims. With charts and statistics, the research papers provide data and verification to the individual strategies put forth in their study. For example, Woodcock employed a survey containing items to encourage pre-service teachers with learning experience with online platforms. Their sample was 53 students from Australia (Woodcock, 22). Kates’ article introduces a digital learning platform called Power of 3 Discussion Starter Technique. The basis to this idea is a collaborative circle. The teacher is the facilitator providing guidance, motivation, clarification, and feedback (Kates, 193). Malinovski and his collaborators sought to identify factors which influence high school students’ quality experience while understanding the analyses of this shows a division between extrinsic and intrinsic motivators (Malinovski, 106).
         In summary, the studies come to similar conclusions as well. Woodcock maintains that the online learning platform is very good for learning and understanding. Participants rated online and face-to-face classrooms as equal (Woodcock, 25). Kates’ asserts the students felt great, confident, and their method was more exciting than PowerPoint. Further, collaborative work is the core of human experience. Using this method, students take ownership of their learning and find things out for themselves enhancing their prior knowledge, also known as scaffolding (Kates, 192-3). Malinovski advises all virtual schools to incorporate distance learning while striving to facilitate student-centered environments (Malinovski, 107).                        

     One vital element is proficiency in technology and ease of use. Woodcock asserts the need for teachers to feel competent with technology and their ability to implement its use. They must be involved in the learning process (Woodcock, 5). Malinovski maintains the importance of usability because it does influence the user's experience (Malinovski, 5).                                                     

     The studies reinforce the premise that online instruction is valuable, exciting and the future of education. Although the subjects of the papers were different, they included the same basic premise and conclusions.

                                                  

Reference

Kates, F. R., Byrd, M. D., & Haider, M. R. (2015). Every Picture Tells a Story: The Power of 3 Teaching Method. Journal Of Educators Online, 12(1), 189-211.

Malinovski, T., Vasileva, M., Vasileva-Stojanovska, T., & Trajkovik, V. (2014). Considering High School Students' Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Model. International Review Of Research In Open And Distance Learning, 15(4), 91-112.

Woodcock, S., Sisco, A., & Eady, M. (2015). The Learning Experience: Training Teachers Using Online Synchronous Environments. Journal Of Educational Research And Practice, 5(1), 21-34.