Collaboration between a lecturer and learning technologist to support student transition to and engagement and learning in the synchronous online classroom: having the best of both worlds

The synchronous online classroom is a unique learning space which offers opportunities for exploring
new pedagogical approaches in higher education (HE) but also presents many challenges, particularly
in transitioning teaching and learning from the face-face to the online learning context. This paper
reports the findings of a small-scale study which explored student engagement, interaction and
learning in the synchronous online classroom seeking to uncover the affordances and limitations of
technological tools to support interaction, teaching and learning. Drawing on data on the perspectives
of three voices involved: the lecturer, the student and the learning technologist, the research questions
addressed were: What are the experiences and perceptions of students of real time interaction,
teaching and learning in the virtual classroom? How can collaboration between a lecturer and learning
technologist in the use of pedagogic strategies and technological support facilitate student transition to
and engagement in the virtual classroom?
A mixed method two-phased approach was used. Phase 1 comprised anonymous online student
evaluations and Phase 2 comprised two focus groups one face-to-face and one online with 10
students. Findings from phase 1 suggest that while most participants expressed a preference for the
face-to-face classroom, the convenience of the online element was highly salient in enabling them to
complete the programme. Some felt that they learned effectively in both contexts and reported that the
use of certain strategies enabled them to engage and interact more online than in a face-to-face
context. The transition to the online classroom is both cultural and technical and while only a minority
of participants require significant technical support many participants will not be familiar with the
protocols for attending online classes. Building on Falloon’s (2011) conceptual framework, this study
suggests that collaboration between a lecturer and a learning technologist can help students develop
the technical, procedural and operational knowledge required to make this transition and thus harness
the affordances of the online synchronous classroom. Data from phase two will shed further light on
student perceptions of engagement and learning to inform the collaborative design and
implementation of pedagogical approaches for quality distance learning in the synchronous online
classroom.