A Synchronous Pedagogy to Improve Online Student Success
Robert Hogan, Walden University, United States ; Mohini Devi, University of Fiji, Lautoka, Fiji
IJOPCD Volume 9, Number 3, ISSN 2155-6873 Publisher: IGI Global
Despite continuous advances in the Internet and educational technology, the primary online pedagogy remains asynchronous chat, posted learning materials, and video clips. Blended learning was one approach universities have added to improve student success in online courses. The purpose of this 3-year pilot study was to evaluate the benefit of fusing weekly video classes within an online doctoral program as an alternative to on-campus classes. The sessions incorporated an interactive, student-centered pedagogy formulated to strengthen research and writing skills, increase student motivation, and reduce isolation. The level of student-student and student-teacher interaction was equivalent to face-to-face learning. Findings indicated that student satisfaction, motivation, skills, and scholarship increased. As personal bonds developed among students and faculty, student isolation decreased. The results of this preliminary study suggest that online video classes may be a cost-effective alternative to blended learning.
Hogan, R. & Devi, M. (2019). A Synchronous Pedagogy to Improve Online Student Success. International Journal of Online Pedagogy and Course Design, 9(3), 61-77. IGI Global.