TY - JOUR
T1 - Synchronous video-based communication and online learning
T2 - an exploration of instructors’ perceptions and experiences
AU - Belt, Eric S.
AU - Lowenthal, Patrick R.
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/5
Y1 - 2023/5
N2 - Historically, online instructors have primarily, if not solely, used asynchronous text-based communication to interact and communicate with students in online courses. However, despite this use, online instructors and students have expressed concerns and limitations with asynchronous communication. Research suggests that synchronous communication technology may address some of the limitations of asynchronous communication. Further, advances in synchronous video-based communication technology make it easier than ever to incorporate synchronous communication technology into online courses. However, comparatively, little is known about online instructors’ experiences and perceptions of using synchronous communication technologies in online courses and how they think they can help with community development. The purpose of this study was to explore instructors’ experiences and perceptions of synchronous communication technology. Thematic analysis of semi-structured interviews with 18 online instructors resulted in the following themes: (a) instructors use synchronous communication technology in multiple and various ways in online courses; (b) the perceived benefits of real-time visual communication outweigh the drawbacks identified; (c) the benefits of nonverbal communication depend on situational factors and how synchronous features are used; (d) productive and meaningful interaction requires intentional yet flexible facilitation during synchronous sessions; (e) synchronous sessions can provide a place for community to build and grow but they are not required for community development. Altogether, findings suggest that real-time visual communication may aid in community building in online courses but that its effectiveness depends on several situational factors, and that synchronous lecturing may be less conducive to developing classroom community in online courses. Results and future research directions are discussed.
AB - Historically, online instructors have primarily, if not solely, used asynchronous text-based communication to interact and communicate with students in online courses. However, despite this use, online instructors and students have expressed concerns and limitations with asynchronous communication. Research suggests that synchronous communication technology may address some of the limitations of asynchronous communication. Further, advances in synchronous video-based communication technology make it easier than ever to incorporate synchronous communication technology into online courses. However, comparatively, little is known about online instructors’ experiences and perceptions of using synchronous communication technologies in online courses and how they think they can help with community development. The purpose of this study was to explore instructors’ experiences and perceptions of synchronous communication technology. Thematic analysis of semi-structured interviews with 18 online instructors resulted in the following themes: (a) instructors use synchronous communication technology in multiple and various ways in online courses; (b) the perceived benefits of real-time visual communication outweigh the drawbacks identified; (c) the benefits of nonverbal communication depend on situational factors and how synchronous features are used; (d) productive and meaningful interaction requires intentional yet flexible facilitation during synchronous sessions; (e) synchronous sessions can provide a place for community to build and grow but they are not required for community development. Altogether, findings suggest that real-time visual communication may aid in community building in online courses but that its effectiveness depends on several situational factors, and that synchronous lecturing may be less conducive to developing classroom community in online courses. Results and future research directions are discussed.
KW - Classroom community
KW - Higher education
KW - Online learning
KW - Student engagement
KW - Synchronous communication technology
UR - http://www.scopus.com/inward/record.url?scp=85140832496&partnerID=8YFLogxK
U2 - 10.1007/s10639-022-11360-6
DO - 10.1007/s10639-022-11360-6
M3 - Article
AN - SCOPUS:85140832496
SN - 1360-2357
VL - 28
SP - 4941
EP - 4964
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 5
ER -