Students’ Voices on Synchronous Instruction in an Online Course
Abstract: This presentation will report students’ responses to synchronous video-conferencing integration in an online course. Based on the social constructivist theory, peer discussion facilitators were assigned in different synchronous video-conferencing sessions. Forty (95%) online students viewed the pedagogical value of synchronous video-conferencing discussions as positive. The real-time audio discussion increased interpersonal communication. It provided online students to receive immediate feedback from the instructor and peers. Suggestions regarding online blended teaching strategies will be provided.