Adult learner engagement in synchronous virtual classrooms as part of an online course

Abstract

The use of synchronous virtual classrooms (SVCs) for adult learners in the South African context has not yet been fully explored. Literature indicates a need to investigate what constitutes a well-designed and facilitated synchronous virtual classroom (SVC), particularly those offered to adult learners. This study focused on engagement amongst peers and learners and their facilitators in the SVC, in particular, focusing on cognitive, behavioural, and emotional engagement constructs.

A convergent mixed-method research approach was used to explore how the design of SVC sessions influences the engagement of adult learners in an online course. A case study design guided the research methodology for this study. The data-gathering strategies included online surveys with adult learners after attending an SVC session and semi-structured interviews with a sub-sample of these learners, the facilitators, and the course designer. The findings revealed that learners experienced a more engaging learning environment when SVC design decisions focussed on interactive activities and a deliberate intent to create a supportive learning environment. Participants further reported increased interaction with their peers and the facilitator due to the integration of collaborative activities such as whiteboard collaboration activities completed during group work. One of the contextual hindrances to SVC engagement that participants identified is the impact of load shedding and network connectivity in South Africa. Learners furthermore indicated that they experienced frustration and uncertainty towards SVC sessions due to a lack of comfort and struggling with the use of technology. These are an indication that some learners experienced disengagement during the SVC sessions.