Online synchronous learning, defined as educational programs that take place in real time over the internet, has become increasingly popular in preK-12 education in recent years. While this format of learning has faced its fair share of challenges and criticism, we have learned that online synchronous learning has its place and can be beneficial when done right. This is just one more example that demonstrates the permanence of educational technology. It is on us to use it as meaningfully and purposefully as possible to support our students’ learning.
One benefit of online synchronous learning is increased flexibility for students and families. According to a report by the National Center for Education Statistics, "students can access coursework from anywhere with an internet connection, at any time of day" (NCES, 2020, p. 2). This increased flexibility can be especially important for students who may be unable to attend in-person classes due to family commitments, work, illness, etc. In a survey of K-12 teachers, 62% reported that online learning allows for "greater scheduling flexibility for both students and teachers" (Gray & Thomas, 2020, p. 6). Because of online synchronous learning options, a lack of physical presence for any reason does not have to mean less real-time education. It may just mean connecting from outside the classroom and at a time that works for all involved.
In addition to flexibility, online synchronous learning can also promote increased interaction and collaboration among students and their teachers. As noted by Johnson and Smith (2018), "online synchronous learning environments provide students with the opportunity to engage with their peers and instructors in real-time, allowing for a more interactive and collaborative learning experience" (p. 14). This can be especially beneficial in a preK-12 setting, where socialization and teamwork are important developmental skills. Online synchronous learning also enables teachers to reach students more effectively and closely. Teachers are able to easily send quick emails or messages to students or set up breakout rooms for private exchanges—all done in real time and behind the scenes. Let us not forget about those students who are reluctant to share orally in front of their peers in the physical classroom. Being able to share via a chat may be the entry point that then enables these students to share orally with their peers in the future.
Part of doing online synchronous learning right requires us to consider and incorporate DEI. Lack of attention to DEI will contribute to widening the achievement gap between students from marginalized communities* and their peers. A prime example of this is access, or the lack thereof, to reliable technology and a stable internet connection in order to fully participate in online synchronous classes. The pandemic made it clear that not all students’ homes are equipped with this technology and that it is paramount that we equitably meet the needs of our students and their families—giving them what they actually need to participate. Some might need laptops; some might need internet; some might need headphones; some might need everything; and some might need nothing. Further, as noted by Ladson-Billings (2016), "it is crucial for educators to consider the unique needs and learning styles of their diverse student population" (p. 45). This includes ensuring that online learning environments are inclusive and accessible for all students, including those with disabilities or linguistic differences. Fortunately, the online learning environment is replete with different tools and resources that allow us to accommodate all students’ needs. Some of these tools and resources include:
While we have largely returned to in-person learning, opportunities for online synchronous learning remain as an option to increase access to education and even to combat the teacher hiring and retention issues being experienced throughout the US.
No matter the reason for online synchronous learning, we must remember that it can be beneficial for all students when done right.
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*Marginalized communities can include people of color, women, LGBTQ+, low-income individuals, prisoners, the disabled, senior citizens, and many more. Many of these communities were ignored or misrepresented in traditional historical sources. (Oregon Heritage)
Sean is LLN's founder and CEO and an accomplished world language teacher. Sean has extensive experience developing and implementing online and onsite nursery-12 language programs.
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