First Year Distance Transition Pedagogy: Synchronous online classrooms

  • Wendy Fasso CQUniversity


The design and facilitation of distance online courses for first year students must consider both first year, and distance pedagogy. One technology with the promise to meet the needs of first year distance students is the synchronous online classroom. Teacher practice as they transition from face to face to distance environments is influenced by their private theories about technology and pedagogy. Any limitations posed by these private theories may limit in turn the technological, pedagogical and content knowledge of the teachers – TPACK. This paper reports on the case of a regional university as it transitions to online, distance learning in the first year context, with a particular focus on pedagogy in the online classroom. It contributes to the first year pedagogy literature by considering the influences of existing practice of university teachers in the transition to distance learning with a particular focus on synchronous web-based tutorials. It provides recommendations to other institutions in terms of transition strategies, the pedagogical and learning benefits that are enabled and professional development needs of teachers.

Apr 19, 2013
How to Cite
FASSO, Wendy. First Year Distance Transition Pedagogy: Synchronous online classrooms. The International Journal of the First Year in Higher Education, [S.l.], v. 4, n. 1, p. 33-45, apr. 2013. ISSN 1838-2959. Available at: <>. Date accessed: 16 aug. 2018. doi:


first year experience, first year distance pedagogy

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