Following are a diversity of resources (websites, videos, articles, among others) that may be of your interest. The majority of resources are available online for free in the hyperlink provided. If you are not sure where to start, recommended resources have the first word of the reference highlighted with light text over a dark background (e.g., Ansari).

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Çakıroğlu, Ü., & Kılıç, S. (2020). Understanding community in synchronous online learning: do perceptions match behaviours? Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 105-121.

Childs, E., Gerbrandt, J., & Awwadah, K. (2018, June). Exploring social immediacy/intimacy in fully online learning communities through synchronous tools. In EdMedia+ Innovate Learning (pp. 2138-2141). Association for the Advancement of Computing in Education (AACE).

Choi, J., & Walters, A. (2018). Exploring the impact of small-group synchronous discourse sessions in online math learning. Online Learning, 22(4), 47-64.

Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: the impact of social presence. Computers & Education, 150, 103842.

Dlab, M. H., Boticki, I., Hoic-Bozic, N., & Looi, C. K. (2020). Exploring group interactions in synchronous mobile computer-supported learning activities. Computers & Education, 146, 103735.

Hoyos, J. E. P. (2018). Error correction and repair moves in synchronous learning activities. International Journal of Educational Technology in Higher Education, 15(1), 23.

Hrastinski, S., Stenbom, S., Benjaminsson, S., & Jansson, M. (2019). Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. Interactive Learning Environments, 1-13.

McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3).

McDaniels, M., Pfund, C., & Barnicle, K. (2016). Creating dynamic learning communities in synchronous online courses: One approach from the Center for the Integration of Research, Teaching and Learning (CIRTL). Online Learning, 20(1), 110-129.

Patsko, . (2020). Making online synchronous classes more active and interactive. [video] (58:36 minutes). Macmillan Education.

Rehn, N., Maor, D., & McConney, A. (2018). The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development. Technology, Pedagogy and Education, 27(4), 417-429.

Sanders, K., & Lokey-Vega, A. (2020). K-12 Community of inquiry: A case study of the applicability of the Community of Inquiry framework in the K-12 learning environment. Journal of Online Learning Research, 6(1), 35-56.

Wang, Q., Huang, C., & Quek, C. L. (2018). Students’ perspectives on the design and implementation of a blended synchronous learning environment. Australasian Journal of Educational Technology, 34(1).

Wilden, S. (2020). Getting ready for your first online lesson. [video] (55:02 minutes). Oxford University Press.

Wilden, S. (2020). Taking your first steps into teaching live online. [video] (58:29 minutes). Oxford University Press.

Zydney, J. M., Warner, Z., & Angelone, L. (2020). Learning through experience: Using design-based research to redesign protocols for blended synchronous learning environments. Computers & Education, 143, 103678.

Date of last update: 11-Jan-2021

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