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Live Sessions and Accelerated Online Project-Based Courses
Abstract
This chapter assesses the incorporation of synchronous and asynchronous instructional techniques in two project-based graduate level courses in an online public administration program. These courses are eight weeks long and taken sequentially, and have a variety of assignments requiring synchronous and asynchronous interactions with instructor and peers. It evaluates the application of synchronous instructional techniques and asks if synchronous sessions result in higher student engagement and collaborative activity. Further, the study examines if synchronous sessions matter to online graduate level students. Results indicate that synchronous sessions complement asynchronous assignments by enhancing interaction with instructor and peers, and assisting with course concepts. Students benefited from these sessions and were greatly in favor of having them. However, these sessions are challenging to schedule requiring intensive pre-implementation planning and instructor engagement. It was found that both synchronous and asynchronous techniques add value to online learning.
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