This single case study investigated how instructors and adult learners used a synchronous web-conferencing tool to engage in problem-based learning and knowledge co-construction during a synchronous online learning course. Two instructors and seven adult learners participated in this study. The researcher collected data through nonparticipant observation, conducting semistructured instructor interviews and semistructured focus groups. The researcher engaged in thematic analysis to identify three themes which were (1) seeking in-person interactions, (2) building confidence, and (3) seeking autonomy. The conclusion explains how adult learners must be encouraged early in the synchronous online learning session to interact and engage with their peers. Instructors play a critical role in guiding adult learners through the learning process. The study includes recommendations for future research and recommendations for practitioners.
TopBackground
Technological evolution and its widespread availability have increased the possibilities for online learning (Conrad & Openo, 2018; Harasim, 2012; Maloney et al., 2015). Education and training events have evolved from what was once restricted to face-to-face or in-person instructor-led training into technology-based training (Harasim, 2012). Professional training organizations in the public and private sectors are increasingly adopting online learning methods for job skills and professional development training purposes (Hewett et al., 2019; Loon, 2016). Many organizations were increasingly employing synchronous online training through webinars (Ebner & Gegenfurtner, 2019; Ruey, 2010; Yates, 2014). The COVID-19 public health emergency expedited organizations’ use of virtual-instructor-led training tools through employing Emergency Remote Teaching (Aguliera & Nightengale-Lee, 2020; Hodges et al., 2020; Whittle et al., 2020; Wrench, 2020). A study found a 19% increase in virtual instructor-led training among organizations delivering leadership training, with 78% of responding organizations choosing live virtual training (Liembach, 2021). Since many instructors and adult learners had more experience with the in-person classroom environment, there arose a need to understand better how instructors and adult learners engage in the synchronous online learning environment.
Limited scholarly data existed related to the synchronous online learning (SOL) aspect of the 100% online blended learning instructional method in professional training environments. There was an abundance of literature related to asynchronous online learning in K-12, higher education, and professional training environments. Synchronous online learning was most often related to trainings facilitated by web-conferencing software that enabled or disabled video. The most frequently cited use of synchronous online learning in the professional training environment was webinars (Bower, 2011; Ebner & Gegenfurtner, 2019, Neidorf, 2012). Much of the webinar-related sources discussed the possibilities of using webinars to train employees, and there were few current sources available.
This study addressed the problem that many adult learners and instructors in professional training environments may not have experience engaging in Problem-based Learning-designed synchronous online learning events. A potential reason for the lack of experience is that many instructors and adult learners ascribe to a concept referred to as the transmission perspective. The transmission perspective posits that the instructor possesses the relevant knowledge and should impart or transmit the information to learners (Knowles, 1980; Pratt, 2002; Simonson & Seepersaud, 2019). The transmission perspective holds value in some situations and in some learning environments. However, the transmission perspective may limit interactions necessary for engaging in learner-centered instructional methods such as problem-based learning because the instructor must do less telling and more asking (Pratt, 2020).