Best Practice Guide for Designing and Delivering EPICUR courses

Guidance and resources to support EPICUR course development, cc-by-sa

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Online Synchronous Courses

Online Synchronous Courses

Why Online Synchronous Courses?

EPICUR offers a wide range of diverse teaching and learning formats, allowing for the customization of educational offerings according to needs and target groups. One of these options is synchronous online courses, providing instructors and learners with a high degree of flexibility and the ability to access resources and interact regardless of location.

Synchronous e-learning is related to structure and time bounded activities, which are offered through web conferencing and chatting options (Misbah et al., 2017).

Synchronous instruction is well-suited to creating immediate social engagement and faster exchanges of information, helping to build a sense of community and clarify misconceptions (Dawson, 2006; Giesbers et al., 2013, 2014; Hrastinski et al., 2010).

5 key points about Online Synchronous Courses

  1. Synchronous online courses provide flexibility in accessing course materials and participating in live sessions from any location with internet connectivity. This flexibility accommodates students' diverse schedules, time zones, and personal commitments, allowing them to balance their academic pursuits with work, travel, or family responsibilities while still engaging in real-time learning experiences.

  2. Synchronous courses facilitate networking opportunities allowing students to connect with peers, instructors, and professionals from diverse cultural and geographical backgrounds. These connections can lead to valuable collaborations, internships, and career opportunities across borders.

  3. In synchronous courses, students learn to navigate cultural differences in communication styles, etiquette, and perspectives through digital interactions, fostering cultural awareness and sensitivity.

  4. These courses offer opportunities for instructors to leverage digital teaching tools and platforms to create engaging and interactive learning experiences. Through live polls, quizzes, multimedia presentations, and virtual simulations, instructors can enhance student understanding and retention of course material while promoting digital literacy skills.

  5. Synchronous courses typically follow a structured schedule with set meeting times, providing students with a routine and clear expectations. This structure can help students stay organized and committed to their studies.

Online Synchronous Courses in practice

to follow

Links to resources for Online Synchronous Courses

References

  • Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153–162. https://doi.org/10.1016/j.iheduc.2006.06.007
  • Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning.
  • Hrastinski, S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652–662. https://doi.org/10.1016/j.compedu.2010.02.025
  • Malik, M., Fatima, G., Hussain Ch., A., & Sarwar, A. (2017). E-Learning: Students’ Perspectives about Asynchronous and Synchronous Resources at Higher Education Level. Bulletin of Education and Research, 39(2), 183–195.
  • Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Center for Creative Leadership. http://ebookcentral.proquest.com/lib/karlsruhetech/detail.action?docID=697625

Inclusive Course Design and Modes of Delivery

Author(s)

This resource sheet has been co-written or written by

  • Judith Borel (KIT)

Related Resource Sheets

Next steps

If you need further support with developing your course, please contact your local teaching support unit.
If you need further information on offering your course for EPICUR, please contact your EPICUR institutional coordinator.

Local teaching support units

EPICUR Institutional Coordinators

Adam Mickiewicz University
Karolina Choczaj
karmench@amu.edu.pl

Aristotle University of Thessaloniki
Nikos Kouloussis
nikoul@agro.auth.gr

Karlsruhe Institute of Technology
Michael Zacherle
zacherle@kit.edu

University of Amsterdam
Tiffany Boersma
t.a.boersma@uva.nl

Universität Freiburg
Charlotte Langowski
charlotte.langowski@zv.uni-freiburg.de

Université de Haute-Alsace
Léa Ziri
lea.ziri@uha.fr

Universität für Bodenkultur Wien
Nicolas Fries
nicolas.fries@boku.ac.at

University of Southern Denmark
Ida Thøstesen
ilt@sdu.dk

University of Strasbourg
Pascale Nachez
pnachez@unistra.fr

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Further use as OER explicitly permitted:
This Resource Sheet within the Best Practice Guide for Designing and Delivering EPICUR Courses was created by Judith Borel, Karlsruhe Institute for Technology.
Please attribute according to TASLL rule as follows: Online Synchronous Courses (Best Practice Guide for Designing and Delivering EPICUR Courses), by Judith Borel, Karlsruhe Institute for Technology. Any icons included are protected by copyright, © The Noun Project, used with permission.
License: This work and its contents are – unless otherwise stated – licensed under CC BY-SA 4.0 . 

Last edited: 23. Jun 2025, 09:05, Hutz-Nierhoff, Dorthe [dh1076@rz.uni-freiburg.de]