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Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)

Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)

Marshall G. Jones, Stephen W. Harmon
Copyright: © 2010 |Pages: 16
ISBN13: 9781605667294|ISBN10: 1605667293|EISBN13: 9781605667300
DOI: 10.4018/978-1-60566-729-4.ch005
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MLA

Jones, Marshall G., and Stephen W. Harmon. "Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)." Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, edited by Harrison Hao Yang and Steve Chi-Yin Yuen, IGI Global, 2010, pp. 78-93. https://doi.org/10.4018/978-1-60566-729-4.ch005

APA

Jones, M. G. & Harmon, S. W. (2010). Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE). In H. Yang & S. Yuen (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 78-93). IGI Global. https://doi.org/10.4018/978-1-60566-729-4.ch005

Chicago

Jones, Marshall G., and Stephen W. Harmon. "Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)." In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, edited by Harrison Hao Yang and Steve Chi-Yin Yuen, 78-93. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-729-4.ch005

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Abstract

This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand for real time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronous setting. This chapter discusses synchronous online learning environments (SOLEs) and the affordances they present for teaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentional instructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.

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