Successful Distance Learning: Teaching via Synchronous Video

Mary Frances Grasinger

This article describes an experience teaching curriculum designed for students of educational administration, using synchronous video to teach students at both a distant and a classroom setting.

     The author poses the question: How does pedagogy change when two classrooms are involved and students are at a distant location? She states, “I was curious to see if some of my favorite teaching strategies would work and what adaptations would be needed.”  She further stated that she was assisted by a trained technician, so she was able to concentrate on content in this new medium. Students worked independently to research topics. She expressed the processing of collected information from the students was one of the most enjoyable aspects of the class.

      At the beginning of the course, she reviewed the course syllabus, handouts, and class assignments. She explains the role of a teacher at the beginning of instruction is to act as a motivator, as well as to set the expectation of regular participation and student interaction with statements such as, “we learn this together”, “we learn from each other.” Students worked in small groups of 4 or 5 and could see the quality of work by their peers. In addition, she used a guided inquiry method using a document camera. Students remarked that the questions on the document camera provided a focus and a cognitive framework. One problem that was experienced was a short lag time between the spoken word and the reception at a distant site. Another effective tool was using a whiteboard which provided continuous visual focus.

      In summary, she provided a list of essential tools and methods:

·         Technician—It is important to have a technician so that the teacher can concentrate on the learning techniques.

·         Document camera—Books and pictures are easily displayed. In addition, flare pens work well for displaying information.

·         Whiteboard—The board is good for visual display, charting, and mapping.

·         Recording –A video provides a record for the students.

·         Lighting and microphones-- Proper illumination is required for visual clarity. Students should use on /off buttons on their microphones to eliminate background noise.

·         Instructional—Instructor on occasion should provide face to face classes.

·         Orientation—This provides challenge, support, structure, and opportunity to discuss course syllabus.

·         Role of Instructor – Instructor models and shapes research.

·         Student’s role – Participate as an active communicator.

·         Feedback – Online students appreciate timely and thorough feedback.

    

     Students reacted positively to the course with a rating of 4.9 on a five-point scale.  In addition, when questioned on whether they would recommend the course, the reply was 4.42 out of 5. One big point was the elimination of travel time. The sound delay was brought up, although the students said they were getting use to this.

     Ms. Grasinger was encouraged by these results and the ease of using the technology. She stated she would use distance learning again. “With slight modification – I could use familiar teaching strategies.”

Grasinger, M. F. (1999). Successful Distance Learning: Teaching via Synchronous Video. College Teaching, 47(2), 70-73.