Running head: INSTRUCTIONAL DESIGN OF VIRTUAL CLASSROOMS 1

Instructional Design of Synchronous Virtual Classrooms - Best Practices

Essay Review

Galina Culpechina

ETEC 511 - Foundations of Educational Technology

University of British Columbia

3523 words
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Table of Contents

Topic....................................................................................................................................3

Theme, Background and Argument.....................................................................................3

Purpose and Approach.........................................................................................................4

Summary and Critique of Sources.......................................................................................5

How Video Conferencing Technology Enhances Learning Experiences........................5
Instructional Design - Best Practices...............................................................................9

Summary of Limitations and Best Practices for Designing Virtual Classroom.................14

Conclusion.........................................................................................................................15

References..........................................................................................................................16
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Instructional Design of Synchronous Virtual Classrooms - Best Practices

Essay Review

Topic

Instructional Design of Synchronous Virtual Classrooms - Best Practices

Theme, Background and Argument

There is an increased pressure on instructors in different educational settings to

use virtual classrooms in their online courses as a complement to asynchronous learning

to support more active learning, student engagement and social interaction.

Most instructors have little or no experience as first-hand learners in this

environment. As a result, they have limited knowledge or personal understanding of the

challenges faced by learners, the opportunities the environment presents, and the factors

which promote successful engagement and learning (Cornelius, 2013).

So far, most research has focused on asynchronous e-learning. The results on its

benefits show promoting reflection and discussing complex ideas. Synchronous e-

learning has received much less research attention (Hrastinski, Keller & Carlsson, 2010).
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There are a variety of advantages associated with synchronous learning, such as

learner engagement, increased collaboration and social interaction, and immediate

feedback for learners. However, the research results on its benefits are inconclusive.

As an instructional designer for UMD Executive MBA program, where

synchronous virtual Adobe Connect sessions have recently become a required part of the

online program, I realize that instructors are unprepared to implement synchronous media

and are in urgent need of guidance on when and how to use and design synchronous e-

learning, and what the best practices are.

Purpose and Approach

The focus of this critical essay review is on summarising and evaluating previous

research on synchronous e-learning, which will help to increase the instructor's

understanding of critical success factors and design constraints of synchronous e-

learning.

This critical essay review is used to inform instructors how to use synchronous

virtual classrooms and prepare instructors to design synchronous experience that

promotes active learning, encourages social interactions, maximizes student engagement

and builds learning community . Overall, it is used to share best instructional design

practices for powerful synchronous virtual classrooms.

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Summary and Critique of Sources

How Video Conferencing Technology Enhances Learning Experiences

In technology-enhanced learning environments, learners expectations toward e-

learning have been growing toward on-demand, anytime/anywhere and high-quality

instruction (Ely, 2003; Khan, 2005). In order to fulfill these demands, e-learning should

be well-designed to provide learner-centered, engaging, affordable, flexible, meaningful,

and facilitated learning environments (Khan, 2005).

According to Allan and Thorns (2009), video conferencing technology has been

used for connecting dispersed people. This idea echoes those of other researchers, for

example MacIntosh also stated that the advancement of technology makes it possible for

distant learners to access more effective and inexpensive instruction (MacIntosh, 2001).

However, as Allan and Thorns found, it has not been as effective in creating a

"close to real life communication experience" as expected. Allan and Thorns propose

shifting from "why the technology is unable to meet social expectations" (cause and

effect) to viewing the technology as a social disposition. They suggest shifting the locus

of power from the quest for the ultimate design (different design features) to investigating

how users perceive the use of technology (reaction to the practices affiliated with the

technology) (Allan & Thorns, p.449). They have adopted Bourdieu's Habitus and Field

Theory, and their survey findings suggest that viewing the technology as a social entity

and focusing on creating opportunities for participants to interact and collaborate in a

flexible environment and providing comfortable and rewarding interactive experience,

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rather than focusing on the marvels of the technology, will help deliver ultimate FTF

experience.

Cornelius's findings on student engagement (2013) accord with the work of

others. Sarah Cornelius (2013) identified learners' opportunities to communicate,

collaborate, discuss, engage with peers and tutors and share personal experience as

critical success factors for virtual classrooms.

The study of MacIntosh (2001) revealed that the participants valued the authentic

environments that fostered collaboration. Another positive result was that video

conferencing in distance learning classes increased students' interaction and engaged the

students in the instruction.

Other researchers argued that conferencing tools simulating face-to-face learning

aim to enhance communication, collaboration, and social presence (Pittman, 2003;

Townsend, Demarie, & Hendrickson, 2001; Wilkinson & Hemby, 2000), enhance

community (Dawson, 2006) and accelerate information flows within a team (Carr, Cox,

Eden, & Hanslo, 2004).

Unlike Allan and Thorns (2009), Sarah Cornelius (2013) emphasizes the

importance of understanding the technical challenges that learners face. They address the

question of "why the technology is unable to meet social expectations" and discuss that

teachers using synchronous conferencing tools may have little first-hand experience as

learners in these environments and may not be aware of the technical issues with audio,

video, headsets and breakout rooms their learners experience.

Other researchers also mention challenges of using synchronous video

conferencing tools, such as time delay (Freeman, 1998; Pittman, 2003), low quality of
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audio and video (Wilkinson & Hemby, 2000), and lack of training for utilizing new tools

(MacIntosh, 2001; Pittman, 2003).

Hrastinski, Keller, & Carlsson conducted a study in response to practitioners

needing guidance on when and how to use and design synchronous e-learning. They

propose design exemplars that can help manage and use synchronous virtual classrooms

as a complement to asynchronous e-learning.

They discussed the following four design exemplars (based on sociocultural

learning theory (Slj, 1999; Vygotsky, 1978) and Wenger's (1998) theory of learning as

social participation) on when and how to use and design synchronous e-learning:

Design exemplar #1: Use synchronous e-learning to support strong group-

wide relations

The findings show that synchronous communication especially is useful in

smaller groups with up to 10 participants. To enhance participation, teachers should

reconsider lecturing, where learners mainly listen. Instead, they should address the

individual needs of their learners and create opportunities for learners to meet in smaller

groups to exchange experiences.

Design exemplar #2: Use synchronous e-learning to support weak class-

wide relations

The authors argued that videoconferencing could be a good means for learners

and teachers to get to know each other (Hrastinski, Keller, & Carlsson, p.659) and

provide timely and effective feedback. Feedback is less effective if it is delayed

(Tuovinen, 2000). This exemplar echos the findings of Leidner and Jarvenpaa (1995) who
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suggest that students communicate with each other or the entire class rather than on a

one-to-one basis with the teacher.

Design exemplar #3: Use synchronous e-learning for task support

Synchronous media were argued to be useful for task support exchanges,

especially planning work, negotiating who does what and when, and decision making.

Learners may also be more motivated to complete their tasks.

Design exemplar #4: Use synchronous e-learning for social support

It was argued that synchronous communication enables learners to get to know

each other in different ways than by asynchronous communication, there is an

opportunity for small talk and better social exchanges.

Hrastinski, Keller, & Carlsson suggest that further developments of this design

theory need to better take account of which medium is suitable for different activities

(Hrastinski, Keller, & Carlsson, p.660)

Leslie, A., Beverley, E., & Sian conducted a study with online nursing students.

They introduced virtual interactive classroom to promote active participation in learning.

The majority of students participated actively and highly valued interaction with

instructors, the opportunity to ask questions, share opinion, and receive feedback. They

also appreciated learning activities, materials, fun and interaction. Teaching and learning

methods provided increased student satisfaction and effective learning. Students felt

confident to actively participate and indicated that interactive classrooms should be

adopted in other units.

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The study also found that computer literacy varies and is an underdeveloped skill

in these mature nurse students. The same findings were reported by Sarah Cornelius

(2013).

Instructional Design - Best Practices

In her book The Virtual Training Guidebook: How to Design, Deliver, and

Implement Live Online Learning, Cindy Hugget shares the best practices for live virtual

training design, a three-step design process, and gives tips and ideas for helping students

and teachers adjust to the virtual classroom.

She suggests three basic design considerations for a virtual training classroom:

Class size

Frequency of interaction

Timing

Regarding the class size, the most common range for virtual classrooms in the

UMD Executive MBA program (where I design online courses) is between 10 and 25

participants. Hugget argues that most training classes are kept small to allow for

meaningful discussion and facilitator observation and feedback of skill practice (Chapter

4). By increasing the participant numbers over 20 we are likely to lose the interactivity,

the discussion opportunities, and the ability to easily coach participants on the new skills.

As for the frequency of interaction, Hugget, similar to other researchers,

emphasizes that virtual training should engage participants, which can be achieved

through frequent, meaningful activities that keep their attention. Similar to Hrastinski,

Keller, & Carlsson, she argues that lecture is one of the least effective ways to teach and
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learn a new skill. We should design interactions (when participants are actively doing

something with other participants or the teacher) every three to five minutes. Break up

speeches with exercises and engaging discussions. Fowler echos her in this and suggests

that if a lecture is longer than five minutes, it is too long (2005).

As far as timing is concerned, according to Hugget, the ideal time for highly

interactive virtual live sessions is 45 to 60 minutes, and the maximum time is up to 120

minutes.

In her book Hugget offers a Virtual Training Design Model, which I find very

effective:

1. Select the best format for each learning objective.

The best learning objectives specifically tie to what learners need to know or do

on the job. Having a clear and specific objective will help you understand how the

content should be delivered: through a synchronous virtual classroom or a document that

students may be asked to read. each designer/teacher should ask a question: Would

participants benefit from being together to learn this particular objective? If the answer is

positive, then the virtual session may be best to address the topic.

Considering the technology capabilities is also important. Adobe Connect (used in

my program), for example, allows a video demonstration and has breakout rooms.

It is also important to plan an activity that will help your students to learn how to

use the virtual platform.

2. Shape appropriate learning activities.

Hugget suggests designing learning experiences that are student-centered, provide

relevant practice opportunities and can be applied in the real world. Depending on the
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content type and the objective, you can create the activities based on a video

demonstration, scenario, case study, practice situations or a discussion of students' past

experiences. You can ask the participants to "raise their hand, respond to questions via

chat, take part in a poll, draw/write on the whiteboard, work in pairs or groups in

breakout rooms, etc. The most important thing to keep in mind is that the activities should

align with the learning outcomes.

3. Structure a logical flow.

According to Hugget, there are two levels of structure to a virtual training

curriculum. First, the exact number of virtual sessions, offline or self-paced assignments,

and how these components fit together. The second type of structure is the flow of each

virtual training session: the sequence of learning content and activities within a session.

Thus, for any of my 5-week UMD courses, there are five 90-minute virtual sessions, one

each week.

Two most important areas in each synchronous session are opening and

sequencing.

It is important to engage students from the very beginning. It can be done by

posting a question/image to think about, asking students to introduce themselves, take

part in a poll or share any questions they have about the platform or content of this week.

When sequencing learning activities, Hugget shares this simple structure:

Introduce it.

Practice it.

Apply it.
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If there are several topics to cover, this sequence should be repeated several times

and appropriate available tools should be considered to keep students active and help

them apply what they have learned.

Other important topics Hugget covers is the use of visual aids and creating

facilitator guides.

Hugget states that slides are used by most teachers, and they should be used to

keep learners' attention, provide guidance and help present and visually enhance the

content. She suggests keeping slides clean and engaging and provide students with

handouts. Fowler (2005) also discusses PowerPoint. She argues that it is a tool that is

often used while creating synchronous content and that it is overused; slides are usually

packed with data, screens become too "busy" and students "tune out". Fowler suggests

that slides should be created with a minimum of words and should have concepts,

questions, and/or graphics that encourage conversation. Fowler also emphasizes that all

the content in the synchronous virtual classroom should include only "need to know"

category and exclude the "nice-to-know" information. Teachers/facilitators should let

students know how to access these resources and when/why they might decide to use that

information.

As many of the courses in my UMD program are taught by section instructors, I

found Hugget's part about creating a well-designed facilitator guides very important. The

interactive design requires detailed explanation, and facilitators/section instructors need

to know what is expected of them, how to facilitate small-group and independent

exercises and increase the comfort level for participants not experienced in the

synchronous classroom (Fowler, 2005).

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To effectively deliver virtual classes, instructors need to learn the basics of live

online delivery, the technology used, the content and design of the class, and to learn to

multitask. Instructors/facilitators also need to have backup plans in case the Internet

connection is interrupted or the computer crashes. Most importantly, they have to be able

to set expectations and create a virtual community (Hugget, 2014).

In her book Live and Online! Tips, Techniques, and Ready-to-use Activities for

the Virtual Classroom, Fowler extends Hugget's virtual synchronous design overview and

includes lots of practical information on instructional design of virtual classrooms with

the emphasis on establishing a collaborative relationship with students.

Fowler discusses that the synchronous environment provides tools for real-time

collaboration, such as whiteboards, chat, breakout rooms, application sharing, and

synchronized web browsing.

Here is how Winer and Ray (1994) describe collaboration: "when individuals put

aside personal agendas in favor of the common goal of the group, they are collaborating.

The groups create a plan to meet a goal, determine team leadership and responsibilities,

and share resources to attain the common goal." Before instructors decide to include this

level of collaboration, they need to make sure it supports the overall learning goals.

According to Fowler, some other tools that can be used to support a virtual

synchronous session are:

Audio discussions

Live video

Polling and feedback

Discussion boards
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According to Fowler, creating a successful synchronous program involves many

steps: establishing creative learning environment, preparing instructors to teach and

students to learn. But even if all of these factors are in place, you are not guaranteed

success. Designing learning experiences to maximize interaction and collaboration

between participants is most important.

Summary of Limitations and Best Practices for Designing Virtual Classroom

Many teachers may have little first-hand experience with virtual classroom

environments and may experience technical difficulties with audio, video, headsets and

breakout rooms. In addition, they may not be aware of the same issues their learners

experience and have little experience in designing and facilitating synchronous sessions.

Creating effective learning experiences using virtual classrooms requires

instructors to view the technology as a social entity and concentrate on creating

opportunities for participants to interact, collaborate and share personal experience.

Considering class size, frequency of interaction, timing and technology

capabilities as well as having a clear objective, creating engaging and meaningful

activities that align with the objective and establishing a collaborative relationship with

students will lead to a successful synchronous virtual session. Learning how and when to

use tools for real-time collaboration, such as whiteboards, chat, breakout rooms,

application sharing, synchronized web browsing, discussions, polls, etc. will help

instructors to enhance engagement, communication and collaboration.

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Attention should also be paid to creating a clear structure of each session, having

a strong and engaging opening and sequencing of activities, using well-designed visuals,

facilitator guides and students' handouts.

Conclusion

The potential of virtual classroom needs to be widely recognised. As virtual

classrooms are added to asynchronous online courses, it is important that there is new

awareness of its vast potential in order to ensure that this technology is fully exploited for

the benefit of learning communities (Martin, 2005).

Designing open, flexible, and distributed e-learning systems for globally diverse

learners is challenging. This critical essay provides appropriate support to faculty who

will be able to use synchronous virtual classroom as a valid educational resource and

enhance teaching and learning in virtual learning environment using best practices for

designing virtual learning experiences.

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