Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours

Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to be shared, as well as the self-directedness and discipline it requires of participants to regularly check in and monitor discussions over time. Synchronous forms of communication can address some of these constraints. However, online educators often avoid using synchronous forms of communication in their courses, because of its own constraints. In this paper, we describe how we integrated live synchronous web meetings into asynchronous online courses, collected student feedback, and made iterative changes and refinements based on student feedback over time. We conclude with implications for practice.

Using Audio and Video Feedback to Increase Instructor Presence in Asynchronous Online Courses

Due to a growing number of online courses and programs, educators' interest in using audio and video feedback in asynchronous online environment has increased. Studies have found evidence that the use of audio and video feedback in asynchronous online courses can increase instructor presence and enhance online community interactions. The purpose of this chapter is to share research findings on audio and video feedback and to overview qualities of effective feedback. The chapter also presents potential benefits and limitations of audio and video feedback in online environments. Researchers and practitioners interested in implementing both types of feedback in online courses will find solutions, recommendations and possible future research directions.

Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

Online courses and how they change the nature of class

This paper presents findings related to how the nature of class changes when asynchronous online courses are used rather than classrooms. The qualitative study involved interviews with 32 university professors who have taught both in-class and online courses. The findings provide insight into how when the medium of teaching changes, there is also significant change in the composition and indeed the very nature of class. Such change occurs as the students attracted have more work experience and groups such as those living in rural areas, older students with work experience or those living outside the province are more likely to be included in the composition of class. Also, the medium itself changed the dynamics of class interactions, not only those between students and professor, but also the interaction between students themselves.