4,893
Views
21
CrossRef citations to date
0
Altmetric
Twelve Tips

Twelve tips to enhance student engagement in synchronous online teaching and learning

ORCID Icon, , &

References

  • Abdelrazek S, El-Bakry HM, Mastorakis NE, Abd El-Razek SM, Abd El-Wahed WF, Mastorakis N. 2010. Collaborative virtual environment model for medical e-learning. In: Proceedings of the 9th WSEAS International Conference on Applied Computer and Applied Computational Science; April 11–13 2010; Hangzhaou, China. p. 191–195.
  • Ahmed M, Sherwani Y, Al-Jibury O, Najim M, Rabee R, Ashraf M. 2015. Gamification in medical education. Med Educ Online. 20(1):19–21.
  • Bateman J, Allen M, Samani D, Kidd J, Davies D. 2013. Virtual patient design: exploring what works and why. A grounded theory study. Med Educ. 47(6):595–606.
  • Benshoff JM, Gibbons MM. 2011. Bringing life to e-learning: Incorporating a synchronous approach to online teaching in counselor education. Prof Couns. 1(1):21–28.
  • Berman NB, Durning SJ, Fischer MR, Huwendiek S, Triola MM. 2016. The role for virtual patients in the future of medical education. Acad Med. 91(9):1217–1222.
  • Berry S. 2019. Teaching to connect: community-building strategies for the virtual classroom. Online Learn J. 23(1):164–183.
  • Bower M, Dalgarno B, Kennedy GE, Lee MJW, Kenney J. 2015. Design and implementation factors in blended synchronous learning environments: outcomes from a cross-case analysis. Comput Educ. 86:1–17.
  • Britt RC, Hildreth AN, Acker SN, Mouawad NJ, Mammen J, Moalem J. 2017. Speed mentoring: an innovative method to meet the needs of the young surgeon. J Surg Educ. 74(6):1007–1011.
  • Brown B, Schroeder M, Eaton SE. 2016. Designing synchronous online interactions and discussions. Paper published in proceedings of the IDEAS: Designing for Innovation; May 5–6, 2016; Calgary, Alberta, Canada. p. 51–60.
  • Chickering AW, Gamson ZF. 1989. Seven principles for good practice in undergraduate education. Biochem Educ. 17(3):140–141.
  • Coates H. 2007. A model of online and general campus-based student engagement. Assess Eval High Educ. 32(2):121–141.
  • Cook DA, Triola MM. 2009. Virtual patients: a critical literature review and proposed next steps. Med Educ. 43(4):303–311.
  • Do J. 2018. Understanding instructor’s synchronous online course design activity [dissertation]. Knoxville (TN): University of Tennessee.
  • Felszeghy S, Pasonen-Seppanen S, Koskela A, Nieminen P, Harkonen K, Paldanius KMA, Gabbouj S, Ketola K, Hiltunen M, Lundin M, et al. 2019. Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Med Educ. 19(1):273–211.
  • Finkelstein J. 2006. Learning in real time: synchronous teaching and learning online (Vol. 5). Hoboken, New Jersey: John Wiley & Sons
  • Gao L, Peranson J, Nyhof-Young J, Kapoor E, Rezmovitz J. 2019. The role of “improv” in health professional learning: A scoping review. Med Teach. 41(5):561–568.
  • Garrison R, Anderson T, Archer W. 1999. Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High Educ. 2(2–3):87–105.
  • Gouzi F, Hédon C, Blervaque L, Passerieux E, Kuster N, Pujol T, Mercier J, Hayot M. 2019. Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students. BMC Med Educ. 19(1):1–13.
  • Hampton D, Pearce PF. 2016. Student engagement in online nursing courses. Nurse Educ. 41(6):294–298.
  • Hoffmann-Longtin K, Rossing JP, Weinstein E. 2018. Twelve tips for using applied improvisation in medical education. Med Teach. 40(4):351–356.
  • Hossain IT, Mughal U, Atalla B, Franka M, Siddiqui S, Muntasir M. 2015. Instant messaging – one solution to doctor-student communication? Med Educ Online. 20:30593.
  • Hunt G, Merzeder C, Bischofberger I. 2018. A tool for the consensual analysis of decision-making scenarios. Nurs Ethics. 25(3):359–375.
  • Khan RA, Jawaid M. 2020. Technology enhanced assessment (TEA) in COVID 19 pandemic. Pak J Med Sci. 36(COVID19-S4):108–110.
  • Kononowicz AA, Zary N, Edelbring S, Corral J, Hege I. 2015. Virtual patients - What are we talking about? A framework to classify the meanings of the term in healthcare education. BMC Med Educ. 15(1):11–18.
  • Kuo CL, Chuang YH. 2018. Kahoot: applications and effects in education. J Nurs. 65(6):13–19.
  • Lekwa AJ, Reddy LA, Shernoff ES. 2019. Measuring teacher practices and student academic engagement: A convergent validity study. Sch Psychol Q. 34(1):109–118.
  • Lipton ML, Lipton LG. 2010. Enhancing the radiology learning experience with electronic whiteboard technology. Am J Roentgenol. 194(6):1547–1551.
  • Luo L, Cheng X, Wang S, Zhang J, Zhu W, Yang J, Liu P. 2017. Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning. BMC Med Educ. 17(1):170.
  • McBrien JL, Jones P, Cheng R. 2009. Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. Int Rev Res Open Distance Learn. 10(3):1–17.
  • Nevin CR, Westfall AO, Rodriguez JM, Dempsey DM, Cherrington A, Roy B, Patel M, Willig JH. 2014. Gamification as a tool for enhancing graduate medical education. Postgrad Med J. 90(1070):685–693.
  • Newmann FM (Ed.). 1993. Student engagement and achievement in American secondary schools. Choice Rev Online. 30(7):30–39.
  • Pacheco E. 2020. Twelve Tips for online live classes. Med Ed Publish. 9(1):250.
  • Pelz B, Horton W, Upport S, Horton W, Jones A, Issroff K. 2004. Three principles of effective online pedagogy. JALN. 8(3):33–46.
  • Pimmer C, Brühlmann F, Odetola TD, Dipeolu O, Gröhbiel U, Ajuwon AJ. 2018. Instant messaging and nursing students' clinical learning experience. Nurse Educ Today. 64:119–124.
  • Poulton T, Balasubramaniam C. 2011. Virtual patients: A year of change. Med Teach. 33(11):933–937.
  • Raes A, Vanneste P, Pieters M, Windey I, Van Den Noortgate W, Depaepe F. 2020. Learning and instruction in the hybrid virtual classroom: an investigation of students’ engagement and the effect of quizzes. Comput Educ. 143:103682.
  • Roberts CM, Lopez-Campos JL, Pozo-Rodriguez F, Hartl S, European COPD Audit team. 2013. European hospital adherence to GOLD recommendations for chronic obstructive pulmonary disease (COPD) exacerbation admissions. Thorax. 68(12):1169–1171.
  • Salem J, Fukuta J, Coombs A, Morgan J. 2020. Virtual patient journey: a novel learning resource. Clin Teach. 17(3):315–319.
  • Schultz SJ. 2011. Evidence-based strategies for teaching dysrhythmia monitoring practices to staff nurses. J Contin Educ Nurs. 42(7):308–319.
  • Schwartzman D, Zhong H. 2010. On the use of CartoSound for left atrial navigation. J Cardiovasc Electrophysiol. 21(6):656–664.
  • Sera L, Wheeler E. 2017. Game on: the gamification of the pharmacy classroom. Curr Pharm Teach Learn. 9(1):155–159.
  • Sinatra GM, Heddy BC, Lombardi D. 2015. The challenges of defining and measuring student engagement. Sci Educ Psychol. 50(1):1–18.
  • Singhal S, Hough J, Cripps D. 2019. Twelve tips for incorporating gamification into medical education. Med Ed Publish. 8(3):67.
  • Smith MA, Mohammad RA, Benedict N. 2014. Use of virtual patients in an advanced therapeutics pharmacy course to promote active, patient-centered learning. Am J Pharm Educ. 78(6):1–7.
  • Sun JCY. 2014. Influence of polling technologies on student engagement: an analysis of student motivation, academic performance, and brainwave data. Comput Educ. 72:80–89.
  • Teng DCE, Chen NS, Kinshuk LT. 2012. Exploring students’ learning experience in an international online research seminar in the synchronous cyber classroom. Comput Educ. 58(3):918–930.
  • Trowler V. 2010. Student engagement literature review. High Educ. 11(1):1–15.
  • van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. 2020. Gamification of health professions education: a systematic review. Adv Health Sci Educ Theory Pract. DOI:10.1007/s10459-020-10000-3.
  • Wiederhold BK. 2020. Connecting through technology during the coronavirus disease 2019 pandemic: avoiding "ZOOM FATIGUE". Cyberpsychol Behav Soc Netw. 23(7):437–438.
  • Wormald BW, Schoeman S, Somasunderam A, Penn M. 2009. Assessment drives learning: an unavoidable truth? Anat Sci Educ. 2(5):199–204.
  • Zhang XC, Lee H, Rodriguez C, Rudner J, Chan TM, Papanagnou D. 2018. Trapped as a group, escape as a team: applying gamification to incorporate team-building skills through an 'Escape Room' experience. Cureus. 10(3):e2256.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.