Synchronous Interaction in Online Learning Environments with Adobe Connect Pro

Torun, Emel Dikbaş

doi:10.1016/j.sbspro.2013.12.286

Cited by 11 publications

(9 citation statements)

References 5 publications

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“…Such interactions initiated by the course instructor were sustained through inclusion of not only target or student-writers, but also by those non-writers who contributed to the interaction through responses, suggestions, corrections, questions, and even explanations of highlighted errors in their peers' writing displayed on the Blackboard screen. This supports the interactive, multidirectional, and multimodal nature of learning and teaching through Blackboard [38,47,48,52].…”

Section: Discussionmentioning

confidence: 86%

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Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

2021

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The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.

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Section: Discussionmentioning

confidence: 86%

“…Mobile instant messaging helps learners to exchange immediate feedback on their language use [46]. Blackboard Collaborate Ultra, which is a synchronous video/screencast recording system, provides space for learners to interact with peers and teachers during online classes in real time [47,48].…”

Section: Computer-mediated Interactionsmentioning

confidence: 99%

Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

2021

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“…Different solutions have been developed to improve online interaction and engagement, and a vast number of technologies have been employed to cater to the need for interaction and engagement in online learning classes. For instance, Torun (2013) applied Adobe Connect Pro, an online collaboration and virtual classroom system,…”

Section: Research Backgroundmentioning

confidence: 99%

“…These include student expectation, self-expression, leadership, self-efficacy, creative thinking, confidence, learning flexibility and knowledge sharing (Hao 2006;Ke and Kwak 2013;Kuo et al 2014a). The factors that are assessed in the literature with regard to course and technology design are course clarity, task design, academic integrity (Bubas, Coric, and Orehovački 2010;Lamy and Hassan 2003;Swan 2002;Torun 2013), active discussion, feedback, technical support and academic support (Mohamad, Yusof, and Aris 2014;Nor, Hamat, and Embi 2012;Swanson 2010).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

A causal loop approach to uncover interrelationship of student online interaction and engagement and their contributing factors

Purarjomandlangrudi

Chen

2019

Research in Learning Technology

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Advances in technology reinforce the imperative to obtain further insight into the factors that impact online interaction in online environments. Even though past researchers have extracted factors impacting student online interaction and engagement, there is a lack of research that uncovers the dynamics of these relationships and investigates the impact of a comprehensive set of factors on student online interaction at the same time. Thus, this paper seeks to fill this gap by employing a causal loop approach to uncover the interrelationships of these factors that contribute to a positive impact on students' learning outcomes, and to evaluate satisfaction and engagement in online courses by focussing on students' online interaction. To this end, a rich qualitative data set was obtained from an online focus group consisting of students from a large online course, and a thematic analysis was conducted resulting in identifying different factors that played a role in the topic under study. More importantly, causal loop modelling was used to model these factors and their causal interrelationships.

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“…E-learning has some advantages: one of them is to work anytime, anywhere. It permits teachers and students to interact synchronously and asynchronously (Torun, 2013). Both kinds of interaction are expected to engage students in e-learning where active participation is necessary as students' qualitative and quantitative participation in synchronous and asynchronous interaction correlates to the course's general performance and the results of the final exam (Duncan et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Active Participation in the Student-to-Teacher Interaction in Online Synchronous Sessions in Higher Education

Díaz

Ojeda-Ruiz

2021

recie

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Mexican institutions promoted e-learning to conclude the school year 2019-2020. In the higher education institution where this study was conducted, teachers were not familiar with online teaching. In Spring 2020, teachers prepared themselves or with students’ assistance to teach online. In Summer 2020, the institution offered workshops to update teachers on Blackboard LMS, Microsoft Teams, and Moodle to work in Autumn 2020. After that training, teachers started videoconferences in online synchronous sessions (OSSs). However, they observed that students did not participate actively in OSSs. Given this contextual background, this qualitative exploratory study addressed a threefold objective: 1. To identify students’ perceptions of active participation in OSSs. 2. To explore the degree of participation in the student-teacher interaction in OSSs at a higher institution, and 3. To identify factors affecting student active participation while teachers are lecturing. Sixteen participants with ages ranging from 19 to 25 years old were interviewed. The results showed that most participants consider active participation essential in online synchronous sessions; the level of participation was high, moderate, and low. In addition, affective, cognitive, moral and technical factors affected students’ active participation. The results of this study are useful in shaping our understanding of the whole panorama that is taking place behind synchronous sessions.

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Synchronous Interaction in Online Learning Environments with Adobe Connect Pro

Cited by 11 publications

References 5 publications

Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

A causal loop approach to uncover interrelationship of student online interaction and engagement and their contributing factors

Active Participation in the Student-to-Teacher Interaction in Online Synchronous Sessions in Higher Education

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