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Abstract

The last two decades have seen an increasingly rapid advancement in the landscape of technology. While these advancements enhanced the quality of education, the COVID-19 pandemic forced institutions to rapidly transition to synchronous online teaching and learning. This transition was not often done within a sound pedagogical process. According to De Leon (2022), in many cases Covid negatively affected students’ development. The writer goes on to suggest that social, mental health, and instructional issues may have contributed to the deficit in learning currently being explored by many academics. Hence, we must create sound approaches for teaching and learning online. As a result, this paper will examine the best practices for synchronous online teaching through the use of video conferencing software.

Undoubtedly, online teaching is a powerful and effective method of reaching students. Therefore, because of the success of online facilitation, there has been an increase in the demand for the number of online programs. It should be noted that while many institutions opted for an asynchronous approach for an online course, the impact of COVID-19 led to a renewed urgency to have synchronous online sessions (Brennan, 2020). It is important that these new facilitators teaching online are educated on the effective practices and models when designing, developing, delivering, and assessing this format of teaching and learning. The focus of this paper is to provide a framework to effectively prepare, facilitate, and evaluate synchronous online sessions while supporting inclusion, engagement, and interaction.

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