Best Practices for

Synchronous Online Learning

Research on best practices for synchronous online learning provided many
sites with lists of recommendations for best practices. Please watch the video link
below or see some of the information posted below and follow the links to access
the articles directly for complete details:
Consolidated list from Len and the resources he made available in the module
on synchronous learning including 834 Tips for Successful Online Instruction by
the eLearning Guild and The eLearning Guilds Handbook on Synchronous eLearning:

Use participation tools like map labeling, quick polling, chat feature,
initialing, posting icons, whiteboards, etc.
Send file dispatches during presentation
Transfer control of facilitating to participant (allow them to present a
PowerPoint, etc.)
Send links to explore during learning
Use creative sites like lino, mural.ly, create debate, etc.
Be aware of length of lesson time
Know how to share and access content
Know how to engage students in small group projects
Prepare methods of classroom management like how to address
questions, etc.
Demonstrate caring about students and get to know them with social
activities, phone calls, etc.
Apply blended learning strategies with outside assignments to be turned
in using external tools like emailing a quiz, etc.
Prepare pre-course activities like sending worksheets out ahead of time
Conclude course with a wrap-up activity, thank participants, and request
an evaluation or feedback form to be completed to guide improvements
for future learning opportunities.

Other recommendations acquired from research on best practices include:

Academic support should be made available to distance learning students

Asynchronous, a school should have an early alert system to identify atrisk distance learning students and provide timely intervention.
Engage students by taking full advantage of the unique benefits of the
distance learning medium.
Use Instructional technology to allow the professor to see the students,
and the students to see the professor.
Production values in recorded asynchronous modules should utilize the
richness of the medium.

Consistent with existing research findings, recorded lectures should be

delivered in pods of 5 to 15 minutes, to keep students engaged and limit
bandwidth problems.
Even in asynchronous courses, reasonable opportunity should afford the
student to interact with the professor and to ask questions.
Offer Tech support for distance learning students should be available 24/7
or at the hours when students are most likely to need it, and such support
should be prompt to respond and easy to access.
Include features that facilitate the monitoring of student participation.
Technology for synchronous classes should enable such content to be
recorded in a format that can be made available to students outside live
class hours.
A school should utilize an assessment system in its distance learning
courses that includes adequate controls against cheating and plagiarism.
To provide significant feedback on student work in light of the volume
many online assignments can generate, many professors use peer grading
and feedback tools to both build assessment, and increase overall group
learning and skills.

This site offers detailed explanations for all of these topics and many more including
best practices for communication during learning activities, etc. From Best Practice
Recommendations of Distance Learning for Legal Education 2.0 (2015-16) By the
Work Group of Distance Learning for Legal Education at
https://sites.uchastings.edu/wgdllesp15/files/2015/01/BestPracticeRecommendationsforDistanceLearningforLegalEduca
tion-20151-27yavzp.pdf
In the latest research report, we highlight six best practices that differentiate
organizations that report receiving very good return on investment (ROI) from
synchronous e-Learning, and those who report poor or modest ROI. These are:
Obtaining support from upper management for synchronous e-Learning,
Using change management practices,
Using a third party of their own choosing as a host (versus hosting
synchronous sessions internally, or having the vendor host the sessions),
Delivering synchronous e-Learning through their learning management
system (LMS),
Using instructor-led (classroom) training much less often, and synchronous
e-Learning much more often, than organizations that report poor or modest
ROI, and
Formally training the instructors who use the synchronous tools.
From 144 Tips on Synchronous e-Learning Strategy + Research; Copyright 2008
by The eLearning Guild at http://www.elearningguild.com/
The last resource I will mention offered the below ideas that encouraged facilitators
to:

Use discussion as a tool for both learner participation and learner

engagement. Discussion areas promoted textual interaction in support of
the audio discussion and increased student socialization.

Use chat and status icons to enhance discussions.

Employ distance learning best practices, such as using a headset, creating
an outofoffice reply for emails, and posting a Do Not Disturb sign.
Host and facilitator preparation and practice in the distance environment
were critical in maintaining learner engagement. This preparation enabled
the class to flow at an appropriate pace and allowed facilitators to focus
on content delivery and learner engagement.
Use pre-class assignments, content teasers, and chat windows to promote
consistent learner engagement.
From Case Study: Engaging Learners in the Synchronous Distance Environment by
Kim Bahr & Rebecca Bodrero : Learning Solutions Magazine
http://www.learningsolutionsmag.com/articles/824/case-study-engaging-learners-inthe-synchronous-distance-environment

References
Bahr, K. & Bodrero, R. (2015). Engaging Learners in the Synchronous Distance
Environment. Learning Solutions Magazine. Retrieved from:
http://www.learningsolutionsmag.com/articles/824/case-study-engaging-learners-inthe-synchronous-distance-environment
Best practice recommendations of distance learning for legal education 2.0. (2014).
Retrieved from:
https://sites.uchastings.edu/wgdllesp15/files/2015/01/BestPracticeRecommendationsforDistanceLearningforLegalEducati
on-20151-27yavzp.pdf
Scrogan, L. (2015). Synchronous Learning Resources. Retrieved from:
https://ucdenver.instructure.com/courses/325223/pages/best-practices-forsynchronous-interactivity?module_item_id=462533
Tips on Synchronous e-Learning Strategy + Research, (2008), The eLearning Guild.
Retrieved from: http://www.elearningguild.com/.
834 Tips for Successful Online Instruction. (2005). WebEx Communications.
from: http://www.elearningguild.com/publications/index.cfm?id=2.

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