Experiencing Synchronous Online Teaching and Learning: A Simultaneous Comparison With Face-to-Face Teaching for Engineering Students

• In Event: Online Teaching and Learning: Community of Inquiry Research

Abstract

Synchronous mode of online teaching and learning is gaining its currency in higher education with the advent of information, communication technologies (ICT). This paper reports the study of a tutor’s teaching and students’ learning experience in synchronous online mode in contrast to face-to-face teaching. The study design situated a tutor in simultaneous teaching of an online group and a face-to-face group of engineering students in a Hong Kong university. Analysis of quantitative and qualitative data revealed the experiences through the interplay of teaching, social and cognitive presences of the community of inquiry framework (Garrison et al., 2000) for expected learning outcomes. An instructional development supported by ICT-mediating capability for scaffolding of the experiences is also discussed.

Author

• Elson S.Y. Szeto, The Hong Kong Institute of Education