1. Kathryn Cremeans
EDU 697
Dr. Lisa Marie Johnson
October 7, 2012
 

2.  Teaching a synchronous virtual class is more than just
delivering facts to students at one time. There are guidelines
to follow to ensure students obtain and retain the information
they are being presented.
 When teaching a class of this type, each instructor should be
familiar with what information is included and how it will
delivered to the students.
 Just-in-Time instruction is vital to the student or staff member
to progress, therefore, complete understanding of the material
is necessary.
 The following presentation will touch on some of the key
factors each instructor should include in their lessons.

3.  “Synchronous learning occurs in real time and is
facilitated by an instructor through e-Learning
technologies such as video conferencing or webinars. It
is similar to a traditional classroom environment because
the class occurs at a set time and instructors and
students are able to interact and communicate
throughout the duration of the class. Synchronous
learning allows instructors to facilitate and engage the
class, encourage discussion, call on students and ask or
answer questions”(Tannahill, 2009).

4.  Procedures
 Principles
 Progresses
 Facts
 Concepts

5.  “Procedural tasks are best taught by step-
by-step demonstration of how to perform
the task, followed by guided hands-on
practice with feedback” (Clark & Kwinn,
2007, p. 71).

6.  The instructor should first demonstrate the procedure then
provide a step-by-step guideline to the class. As each step is
done the instructor should provide feedback to any questions
the students may have.
o Direction to students: highlight all instances of feedback on this slide
 Examples can be provided or the step can be shown to the
students upon completion. This allows the student to see if
they were correct in that particular step before moving on to
the next.
 Each student can be called upon to demonstrate the step to
the entire class and receive feedback through direct
messaging.

8.  “Principle-based or far-transfer tasks require a
different instructional approach than procedural
tasks. Since the guidelines of far-transfer tasks
must be adapted uniquely to each work
situation, learners need to see demonstrations
of how far-transfer tasks are performed in
diverse circumstances” (Clark & Kwinn, 2007, p.
73).

9.  Once the task has been demonstrated, students should
then be divided up into small groups to perform some
type of research on the topic before beginning the task.
 Discussing the topic among themselves via direct
messaging or breakout rooms will show how each
student’s views may be different.
 This type of activity would be good when assigning role
playing tasks.

11.  “A process is a flow of activities among different
individuals, business units, or equipment
components” (Clark & Kwinn, 2007, p. 75).

12.  Processes should show the students how something is done
and who would be responsible for each part of the process.
 Show students visuals in the correct order and explaining
what each should or should not do then have each student
determine what task is needed to correct any existing problem
will assist them in the learning the proper process to follow.
 Asking students “What if?” scenario questions will assist them
in using critical thinking to determine the correct solution.

14.  “Facts are unique, specific information needed
to perform a task” (Clark & Kwinn, 2007, p. 78).

15.  Facts are facts.
 True in nature
 Cannot be edited or changed
 Cannot be disproved
 Can be memorized or presented in reference
material
 More of a proper name or description

16.  “Incontrast, concepts are single words that
represent classes of items-all of which share
common core features but differ on irrelevant
features” (Clark & Kwinn, 2007, p. 78)

17.  Concepts should be taught separately from
tasks or other activities
 Instructors should define each concept before
assigning a task and include examples
 Visuals such as graphs and pictures can help
the student to understand the concept before
proceeding with the assignment

18. Concepts Facts
Cars Prius/Colt
Trucks Ram/F150
Rugs Shag/Plush
Flowers Rose/Tulips
Stones Ruby/Emerald

19.  “Nomatter what medium you are using, the
methods for teaching the five common content
types of facts, concepts, processes, procedures,
or principles are the same” (Clark & Kwinn,
2007, p. 81).

20.  Clark, R. C. & Kwinn, A. (2007). The new virtual classroom: Evidence-
based guidelines for synchronous e-learning. San Francisco, CA:
Pfeiffer & Company.
 Clark, R. C. & Kwinn, A. (2007). Accompanying CD to The new virtual
classroom: Evidence-based guidelines for synchronous e-learning.
San Francisco, CA: Pfeiffer & Company.
 Tannahill, K. (2009). Methods of facilitation for online learning. An
overview of asynchronous, synchronous and blended learning,
Retrieved April 9, 2012 from
http://kristatannahill.suite101.com/methods-of-facilitation-for-online-
learning-a150017