Connection online: Best practice in synchronous online learning

Abstract

This paper describes a research project that was conducted from 2022-4 to develop guidance for best pedagogical practice in synchronous online learning. It followed experiences during COVID-19 of barriers to relational learning online and learning cultures that fostered disconnected rather than relational learning opportunities. Action research methodology was used with a group of educators and a group of students and best practice guidance subsequently developed. Key themes are presented which were: creating an online culture, curriculum design, facilitating student engagement, and digital inequalities. Recommendations arising from these themes are discussed and what is necessary for students, educators and higher education leaders to facilitate the most relational and inclusive synchronous online education. It is concluded that digital programmes can incorporate more relational learning opportunities through synchronous online sessions if this is supported through university structures and priorities and educators are supported to design a curriculum that best facilitates these opportunities in the service of student engagement.