The document provides an overview of synchronous online learning in short learning programs (SLPs), emphasizing the integration of complex academic skills and task-centered instruction. It discusses various learning techniques, collaborative learning methods, and the design of virtual classes, highlighting the importance of coordination and cooperation. The conclusion reflects the benefits and challenges of synchronous online learning within accredited educational frameworks.

1. Synchronous Online Learning in
Short Learning Programs
Iwan Wopereis

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

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

4. Introduction OUNL
• Online Distance Education
• Active Online Education

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

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

8. 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)

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

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

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

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

15. 4C/ID
Short learning program
(Van Merriënboer & Kirschner, 2018)

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

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

18. Level: bachelor
5 ECTS

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

20. 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)

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

22. 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)

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

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

25. 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)

26. 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)

27. 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)

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

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

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

31. 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.

32. 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

33. Questions
iwan.wopereis@ou.nl