Abstract
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.
Highlights
This study took place in a fully online graduate program in educational technology at a metropolitan research university
We describe how we used live, synchronous, video-based communication for virtual office hours in asynchronous online courses, collected student feedback, and made iterative changes and refinements based on student feedback over time
Prior to this research study, the instructor and co-authors were dissatisfied with the reach and effectiveness of virtual office hours in their online courses
Summary
This study took place in a fully online graduate program in educational technology at a metropolitan research university. As web conferencing technology improved during the mid-2000s, the instructor began hosting “live” (i.e., in real-time) synchronous virtual office hours each week (in Adobe Connect) in asynchronous online courses While he was aware of general recommendations found in the literature about holding live virtual office hours (cf Boettcher & Conrad, 2016; Finkelstein, 2006; Ko & Rossen, 2017), there were three main reasons at that time motivating the instructor’s use of live virtual office hours. He was teaching a multimedia/coding course and he wanted to have a set time that students could come get help in real time. Like others, that the desktop-sharing feature in particular, available in many virtual classrooms/web conference tools, could help him answer student questions and provide just-in-time direct instruction in an efficient and timely manner
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