View article

Improvements in technology and the increasing bandwidth of Internet access have led to an increasing popularity for synchronous solutions for instruction. Not only do they provide savings in terms of time and cost, in many situations they can also outperform both asynchronous online instruction and traditional face‐to‐face education. However, until now, the lack of a pedagogical framework for synchronous instruction has limited the effective use of this medium. This paper describes an online synchronous learning model that aims to provide guidelines for teachers and students to conduct synchronous instruction. The model provides a broad range of scenarios to suit individual requirements and covers both synchronous lecturing and ‘office‐hours’ modes.