Synchronous Online Learning in
Short Learning Programs
Iwan Wopereis

Overview
• Introduction
• Short Learning Programs
• Designing SLPs
• Synchronous Online Learning in SLPs
• Conclusion

Overview
• Introduction
• Short Learning Programs
• Designing SLPs
• Synchronous Online Learning in SLPs
• Conclusion

Introduction OUNL
• Online Distance Education
• Active Online Education

study
behavior
study success
student
features
social
academic
integration
intake
organisation
didactical
approach

Overview
• Introduction
• Short Learning Programs
• Designing SLPs
• Synchronous Online Learning in SLPs
• Conclusion

SLP FEATURES
• Focus on complex (academic) skills
• Study load is 5 to 30 ECTS
• The premise is online education
• Exams taken by offering universities
• Practical elements optionally included
• Accredited within the Bologna structure
(Thaler & Bastiaens, 2017)

SLPs EXAMPLES OUNL
• Science
• EducationalSciences
• Humanities
• Management
• Psychology
• Law

Focus COMPLEX LEARNING
Complex learning involves
• integrating knowledge, skills, and
attitudes; and
• coordinating qualitatively different
constituent skills

Focus TASK-CENTERED INSTRUCTION
• Cognitive apprenticeship
• Elaboration theory
• First principles of instruction
• Four-component instructional design

Learning tasks
Supportive
information
Procedural
information
Part-task practice4C/ID

4C/ID
Short learning program
(Van Merriënboer & Kirschner, 2018)

Example CONDUCTING A LITERATURE REVIEW
Bachelor level
(Van Merriënboer & Kirschner, 2018)

Example CONDUCTING A LITERATURE REVIEW
Bachelor level
(Van Merriënboer & Kirschner, 2018)
Master level

Level: bachelor
5 ECTS

Example STRUCTURE SLP
C
Fb
(Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)

Example STRUCTURE SLP
Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5
Define question(s) Worked-out Worked-out Worked-out Worked-out Execute*
Search for sources Worked-out Worked-out Worked-out Execute* Execute
Select sources Worked-out Worked-out Execute* Execute Execute
Process information Worked-out Execute* Execute Execute Execute
Present information Worked-out* Execute Execute Execute Execute
(Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)

Overview
• Introduction
• Short Learning Programs
• Designing SLPs
• Synchronous Online Learning in SLPs
• Conclusion

Synchronous online learning
• Separation (of place) of learner and teacher
• Education in ‘real time’, such that students
are able to communicate with other students
• Through text-, audio-, and/or video-based
communicationof two-way media that
facilitates dialogue and interaction
(Martin, Ahlgrim-Delzell, & Budhrani,2017)

Collaborative learning
• Problem-based learning
• Project-based learning
• Case-based learning
• Inquiry-based learning

Collaborative learning VIRTUAL CLASS
• Learning techniques (teaching methods)
that support learning, e.g.,
–fishbowl
–jigsaw
• Monitoring of learning
(Wopereis, Pannekeet, & Melai, 2019)

Example CONDUCTING A LITERATURE REVIEW
Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5
Define question(s) Worked-out Worked-out Worked-out Worked-out Execute*
Search for sources Worked-out Worked-out Worked-out Execute* Execute
Select sources Worked-out Worked-out Execute* Execute Execute
Process information Worked-out Execute* Execute Execute Execute
Present information Worked-out* Execute Execute Execute Execute
(Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)

Example CONDUCTING A LITERATURE REVIEW
Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5
Define question(s) Worked-out Worked-out Worked-out Worked-out Execute*
Search for sources Worked-out Worked-out Worked-out Execute* Execute
Select sources Worked-out Worked-out Execute* Execute Execute
Process information Worked-out Execute* Execute Execute Execute
Present information Worked-out* Execute Execute Execute Execute
fishbowl
(Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)

Example CONDUCTING A LITERATURE REVIEW
Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5
Define question(s) Worked-out Worked-out Worked-out Worked-out Execute*
Search for sources Worked-out Worked-out Worked-out Execute* Execute
Select sources Worked-out Worked-out Execute* Execute Execute
Process information Worked-out Execute* Execute Execute Execute
Present information Worked-out* Execute Execute Execute Execute
fishbowl
jigsaw
(Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)

Example CONDUCTING A LITERATURE REVIEW
C
Fb
monitoring
(Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)

Overview
• Introduction
• Short Learning Programs
• Designing SLPs
• Synchronous Online Learning in SLPs
• Conclusion

Conclusion
• Task-centered ID models for SLPs
• SOL is powerful, makes SLPs less flexible
• Coordination and cooperation important

Literature SELECTION
• Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic review of
two decades (1995-2014)of research on synchronous online learning.
American Journalof Distance Education, 31, 3-19.
doi:10.1080/08923647.2017.1264807
• Thaler, I., & Bastiaens, T. (2017). EADTU task force shortlearning
programs: Final report. Maastricht, the Netherlands: European
Association of Distance Teaching Universities. Retrieved from
https://eadtu.eu
• Van Merrienboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex
learning: A systematicapproach to four-componentinstructionaldesign
(3rd ed.). New York, NY: Routledge.

Literature SELECTION
• Wopereis, I., Pannekeet, K., & Melai, T. (2019). Virtual classroom use in
short learning courses: An exploratory study. In G. Ubachs & F. Joosten-
Adriaanse (Eds.), The Online, Open and Flexible Higher Education
Conference:Blended and online education within European university
networks (pp. 403-412). Maastricht, the Netherlands: EADTU.
• Wopereis, I., Frèrejean, J., & Brand-Gruwel, S. (2015). Information problem
solving instruction in higher education: A case study on instructional
design. Communications in Computer and Information Science, 552, 293-
302. doi:10.1007/978-3-319-28197-1_30
• Wopereis, I., Frèrejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives
on whole-task information literacy instruction. Communications in
Computer and Information Science, 676, 678-687. doi:10.1007/978-3-319-
52162-6_66

Questions
iwan.wopereis@ou.nl