Synchronous and Asynchronous
In much of the literature discussing distance education, focus is on asynchronous delivery. That is, all engagement with the instructor and course is primarily done through indirect communication such as emails, video recordings, written documentation, and discussion boards. This has been a natural progression from the distance education courses of old, which were done pre-internet and involved mailing course material, viewing lectures on television, and the occasional phone call with the instructor. As technology has evolved, much of the distance education strategy has remained this way, with the majority of synchronous instruction occurring during the traditional, in-person course. However, technology available today provides us with tools that makes synchronous education possible even in courses that are held entirely online.
Today, technology has developed to the point that we have a plethora of tools at our disposal to facilitate the delivery of online course content.
Dynamics of Classroom Environments
Existing frameworks
The principles behind good educational practices has been identified in numerous studies about education research. Studies summarizing effective theories of learning have gone back several decades \cite{Posner_1982} and underpin how we construct understanding of effective education practices.
One great example is from Chickering & Gamson (1987) \cite{chickering1987seven}, which highlights 7 principles of good practice in undergraduate classes. They argue that the most effective undergraduate classes include the following principals:
- Good Practice Encourages Student-Faculty Contact
- Good Practice Encourages Cooperation Among Students
- Good Practice Encourages Cooperation Among Students
- Good Practice Encourages Active Learning
- Good Practice Gives Prompt Feedback
- Good Practice Emphasizes Time on Task
- Good Practice Communicates High Expectations
- Good Practice Respects Diverse Talents and Ways of Learning