This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms” by Karabey and Karaman (2024), analyzes 53 instructional activities categorized into 11 themes based on Robert M. Gagne’s teaching framework. The study evaluates technical and environmental control, clarity, introductory activities, technological tools, course materials, interaction, feedback, time management, summarization, and self-assessment. It emphasizes how these themes enhance cognitive processing, student engagement, and instructional effectiveness. Recommendations include optimizing technology use, minimizing distractions, fostering interaction through collaboration tools, summarizing key points, providing timely feedback, and managing time efficiently. Implementing these recommendations can improve virtual learning experiences by making lessons more structured, engaging, and effective.

This peer-reviewed study is valuable for higher education instructors designing synchronous virtual courses. It offers research-supported recommendations to enhance student engagement and instructional quality. By integrating interactive tools, instructors provide opportunities for students to engage directly with learning materials. They can utilize these platforms to provide meaningful feedback and tailor instruction to students’ unique needs. As technology advances, educators must refine their virtual teaching strategies to remain effective. These efforts will create inclusive learning environments that enhance participation, interaction, convenience, and efficiency. Karabey and Karaman’s compilation of activities and applications provides a practical guide for instructors to conduct virtual classrooms effectively. 

References

Sinem Cilligol Karabey, & Selcuk Karaman. (2024). Identifying pedagogical design and implementation of synchronous virtual classrooms. International Review of Research in Open and Distributed Learning, 25(2), 132–154. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=6bb4edba-b6f3-3c25-9aa6-60cfbcf9df09 

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

The emergence of e-learning as a streamlined education and training platform has created the need for the development of management and support methodologies. As more learning institutions and organizations include digital learning platforms as part of their normal learning environments, the need to manage the platforms and support the stakeholders exists. This includes providing a framework for assessing both the technology itself as well as its effects on a variety of areas including development, training, students, the organization, and other participants. In the area of student achievement, managing the student’s experience becomes an important part of student success.

The article “Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective”, Fernandez et al., (2022) explores the effect of different e-learning student management approaches on student outcomes. The research focuses on how to enhance students’ e-learning experiences and academic achievement using an integrated student management approach. It utilizes literature reviews of previous research and expands on these findings. The findings suggest that using an e-learning approach that engages both the student and the instructor in meaningful ways positively affects student achievement. The importance of taking into consideration the entirety of the students’ needs is a key finding of the research. This information is useful for university leaders and instructors when considering the success of their e-learning programs.

Category: E-learning, Instructional Design/Development, Teaching Strategies

Reference:

Fernandez, A.I., Radaideh, A., Sisodia, G., Mathew, A., Jimber del Río, J. A. (2022). Managing university e-learning environments and academic achievement in the United Arab Emirates An instructor and student perspective. PLoS ONE, 17(5). https://doi.org/10.1371/journal.pone.0268338