Factors Supporting Collaborative Online Learning and the Characteristics of Flipped Learning in the Coaching Pedagogical Model from the Online Students’ Perspective

Authors

• Päivi Timonen Humanistinen ammattikorkeakoulu Humak ja Lapin yliopisto
• Heli Ruokamo Lapin yliopisto

DOI: https://doi.org/10.54329/akakk.146288

Keywords:

synchronous, collaborative online learning, flipped learning, student preferences, coaching pedagogical model

Abstract

The post-pandemic era calls for increasingly skilled online teachers. This article explores the coaching pedagogical model of synchronous collaborative online learning from a new perspective: through flipped learning. The article explores the factors supporting synchronous collaborative online learning and online students’ preferences for characteristics of the flipped learning in a coaching pedagogical model of synchronous collaborative online learning.
Qualitative data were collected in a university of applied sciences in May 2020 via on online survey from online degree students (n = 17) and in spring 2021 via a final survey (n = 16), learning diaries (n = 14), and reports (n = 15) from students of the online webinar pedagogy course. The research data were analyzed using both data-oriented and theory-driven qualitative content analysis methods.
The results of the study show that, based on student preferences, the following factors are conductive to flipped learning: 1) pre-planned studentcentered collaborative webinars, 2) self-directed, diversely motivating tasks, 3) pedagogical implementation, information, support and guidance in communication, and 4) open, flexible learning that supports self-directedness. The results of the study will provide online students and online teachers with tools for active collaborative online learning and online teaching. The practical implications and benefit of this research for education include the fact that the coaching pedagogical model for synchronous collaborative online learning and accompanying teaching presence plan can produce motivated collaborative online learning. The results can be used to develop synchronous collaborative online learning pedagogies at different levels of education and in working life.