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Synchronous Online Learning: The Experiences of Graduate Students in an Educational Technology Program

Synchronous Online Learning: The Experiences of Graduate Students in an Educational Technology Program

Amy L. McGinn
Copyright: © 2019 |Pages: 24
ISBN13: 9781522575672|ISBN10: 1522575677|ISBN13 Softcover: 9781522590491|EISBN13: 9781522575689
DOI: 10.4018/978-1-5225-7567-2.ch014
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MLA

McGinn, Amy L. "Synchronous Online Learning: The Experiences of Graduate Students in an Educational Technology Program." Educational Technology and Resources for Synchronous Learning in Higher Education, edited by Jiyoon Yoon and Peggy Semingson, IGI Global, 2019, pp. 279-302. https://doi.org/10.4018/978-1-5225-7567-2.ch014

APA

McGinn, A. L. (2019). Synchronous Online Learning: The Experiences of Graduate Students in an Educational Technology Program. In J. Yoon & P. Semingson (Eds.), Educational Technology and Resources for Synchronous Learning in Higher Education (pp. 279-302). IGI Global. https://doi.org/10.4018/978-1-5225-7567-2.ch014

Chicago

McGinn, Amy L. "Synchronous Online Learning: The Experiences of Graduate Students in an Educational Technology Program." In Educational Technology and Resources for Synchronous Learning in Higher Education, edited by Jiyoon Yoon and Peggy Semingson, 279-302. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7567-2.ch014

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Abstract

This chapter explores graduate students' experiences with synchronous online learning at a private liberal arts university in the U.S. With the increasing popularity of online learning in higher education in the last decade, in-depth studies focusing on teaching and learning in a synchronous environment are needed. The author seeks to develop an understanding of synchronous learning from the perspective of students using the community of inquiry model to frame students' experiences. The students surveyed for this chapter were practicing K-12 teachers enrolled in a graduate program in educational technology. Because of students' practical knowledge of teaching, learning, and best practices for instruction, their experiences in online courses provide valuable information about the impact of synchronous online learning. This chapter sheds light on the learning needs of graduate students in a synchronous environment. This chapter also provides recommendations for how synchronous tools can be leveraged for maximum positive influence on student learning within a community of inquiry.

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