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Lessons Learned from the COVID-19 Pandemic: A Practical Guide for Designing Synchronous Online Teaching in Higher Education

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Title: Lessons Learned from the COVID-19 Pandemic: A Practical Guide for Designing Synchronous Online Teaching in Higher Education
Language: English
Authors: Feng Lin, Jingjing Sun
Source: Information and Learning Sciences. 2024 125(11):897-910.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Synchronous Communication, Electronic Learning, College Students, Learner Engagement, Scaffolding (Teaching Technique), Cooperative Learning, Feedback (Response), Curriculum Design, Teacher Student Relationship, Active Learning, College Faculty, Technology Uses in Education
DOI: 10.1108/ILS-10-2023-0143
ISSN: 2398-5348
2398-5356
Abstract: Purpose: This paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement. Design/methodology/approach: This practical guide was developed by drawing insights from literature and our own practical experiences. Findings: This paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations. Practical implications: This guide can serve multiple purposes: a practical framework for guiding the design of online teaching, a reflective instrument to evaluate the effectiveness of online teaching, and a resource for teacher professional development training in online teaching. It also has implications for the design of learning in other modalities (e.g. face-to-face and hybrid learning). Originality/value: While some prior research has put forth principles and instructional strategies for designing online teaching, they tend to be more conceptual, and few have integrated principles with empirical evidence and technological solutions. This paper creates a comprehensive guide that integrates learning principles, technology and design considerations for effective online teaching.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448906
Database: ERIC
FullText Text:
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  Data: Lessons Learned from the COVID-19 Pandemic: A Practical Guide for Designing Synchronous Online Teaching in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Feng+Lin%22">Feng Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Jingjing+Sun%22">Jingjing Sun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Information+and+Learning+Sciences%22"><i>Information and Learning Sciences</i></searchLink>. 2024 125(11):897-910.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
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  Data: 10.1108/ILS-10-2023-0143
– Name: ISSN
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  Data: 2398-5348<br />2398-5356
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement. Design/methodology/approach: This practical guide was developed by drawing insights from literature and our own practical experiences. Findings: This paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations. Practical implications: This guide can serve multiple purposes: a practical framework for guiding the design of online teaching, a reflective instrument to evaluate the effectiveness of online teaching, and a resource for teacher professional development training in online teaching. It also has implications for the design of learning in other modalities (e.g. face-to-face and hybrid learning). Originality/value: While some prior research has put forth principles and instructional strategies for designing online teaching, they tend to be more conceptual, and few have integrated principles with empirical evidence and technological solutions. This paper creates a comprehensive guide that integrates learning principles, technology and design considerations for effective online teaching.
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        Value: 10.1108/ILS-10-2023-0143
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      – Text: English
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      – SubjectFull: Pandemics
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Active Learning
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