Synchronous Online Teaching Practices: A Scoping Review

Abstract

This scoping review seeks to comprehensively summarise existing research on teaching practices employed in synchronous online learning, aiming to identify gaps in the literature and thereby contribute to the advancement and evaluation of future strategies for synchronous learning sessions. Employing a systematic scoping review methodology, the study searched three major databases—Scopus, ScienceDirect, and Web of Science—utilising the keywords 'synchronous' and 'teaching practices'. The research inquiries guiding this study are twofold: 1) To elucidate the spectrum of teaching practices utilised in synchronous online learning; and 2) To delineate the demographic and contextual characteristics that define the application of these teaching practices. Notably, the study excludes hybrid learning scenarios that involve face-to-face interaction. Inclusion criteria encompass publications in English, spanning the years 2015 to 2023, and teaching practices substantiated through scientific research. The chosen practices were meticulously reviewed based on study populations and contextual settings. In total, 13 synchronous online teaching practices were identified, and categorised according to the teaching presence elements of the Community of Inquiry Model (COI): design and organisation, direct instruction, and facilitating discourse. Most studies focused on university and higher education contexts, with limited representation at the K-12 level, particularly in elementary education.