{"CACHEDAT":"2026-04-14 03:08:06","SLUG":"designing-interactive-synchronous-virtual-activities-W4W9WB7fdm","MARKDOWN":"Designing interactive synchronous virtual activities involves creating learning experiences that **engage students in real time**, allowing for direct interaction with both teachers and peers. These activities typically use a range of digital tools and virtual meeting platforms to facilitate teaching, live collaboration, interactive discussions, and reflective feedback. In addition, designing engaging synchronous activities can include adding virtual elements such as live polls, breakout group tasks, real-time quizzes, and interactive discussions that encourage active participation. By promoting active involvement and providing immediate feedback, these activities can create an interactive and engaging environment that supports students' learning and sense of community while engaging in the learning experiences in the virtual classroom.\n\n ![](/api/attachments.redirect?id=d91991bf-ddd2-4670-85d8-3ae850cafa8e \" =728x609\")\n\n## Synchronous Virtual Interactions Between Students and Students \n\n\n:::tip\nDesigning synchronous virtual interactions between students involves creating spaces for collaboration and discussion, allowing them to engage, share ideas, and complete small tasks in a virtual environment.\n\n:::\n\n\n1. **Ice Breaker Activity** \n\n To enhance engagement and create a welcoming environment for students, teachers can integrate and add an icebreaker activity at the beginning of the virtual session.\n\n \n 1. Organise a quick round of introductions or other activities, changing the topic or activity weekly, and using different apps.\n 2. Allocate at least 5 to 10 minutes of lesson time for this activity.\n2. **Group Discussion Using Zoom Breakout Rooms** \n\n To create interactive activities during virtual teaching between students, teachers can assign them to breakout rooms to discuss a topic or share ideas.\n\n \n 1. Divide students into smaller groups using Zoom Breakout Rooms.\n 2. Use [Miro](https://web.scilmi.eu/doc/miro-v9VdklCdXR) or [Flinga](https://web.scilmi.eu/doc/flinga-f9rx9QA4aI) to create a shared board where students can collaborate and visually share ideas (e.g., mind maps, brainstorming).\n3. **Peer Teaching Sessions** \n\n To develop virtual reflective practice among students, teachers can design peer teaching activities. Peer teaching activities can enhance interactive reflection and help students deepen their understanding of the topics discussed.\n\n \n 1. Assign each student a topic to explain to their peers.\n 2. Use [Kahoot](https://web.scilmi.eu/doc/kahoot-r6Cb6a9zCw) to quiz peers on the topic, making the activity more interactive.\n4. **Speed Debating** \n\n To enhance students' active interaction in the virtual classroom, teachers can add activities such as speed debating. This activity allows students to present their arguments or opinions on specific topics and discuss them with their peers virtually. For example, they can debate or discuss the concept of **\"truth and trust\"** in the age of misinformation.\n\n \n 1. Organise students in pairs in Zoom Breakout Rooms and assign them a debate topic.\n 2. Use [Wooclap](https://web.scilmi.eu/doc/wooclap-DGDzlIUBZM) to collect real-time feedback and polling from the audience on the effectiveness of each debate.\n5. **Interactive Polling and Reflection** \n\n Polling and reflection can be used at the end of the lesson. You may also ask one group of students to create the poll, and other groups can reflect on it.\n\n \n 1. Conduct a live brainstorming session on Zoom.\n 2. Use [Slido](https://web.scilmi.eu/doc/slido-of2Tf1hCTN) for live polling and Q&A, allowing students to vote on the most interesting ideas shared.\n\n## Synchronous Virtual **Interactions Between Teachers and Students**\n\n\n:::tip\nDesigning synchronous virtual interactions between teachers and students involves creating flexible and organised ways for them to engage with the learning content that teachers share and communicate at the time. The design should also allow teachers to provide immediate feedback and support student learning in a virtual setting. \n\n:::\n\n\n1. **Teacher-Moderated Discussion**\\nTo encourage active interaction between the teacher and students, the teacher can guide the discussion in virtual teaching by asking questions, which can be posed at the beginning, middle, or end of the activities.\n\n \n 1. Lead a virtual class discussion via Zoom, asking guiding questions.\n 2. Use [Mentimeter](https://web.scilmi.eu/doc/mentimeter-baTF8qq5wu) to gather live responses from students and discuss a selection of these.\n2. **Interactive Lecture**\n\n To provide students with engaging and interactive lectures, teachers can consider designing an interactive presentation for their teaching as an effective way to engage students in activities during lessons.\n\n \n 1. Deliver a lecture via Zoom.\n 2. Use [H5P](https://web.scilmi.eu/doc/h5p-5LPqpt6Ln1) or [Genially](https://web.scilmi.eu/doc/genially-J3F6gD8pbo) to integrate interactive visuals or quizzes into the presentation to enhance student engagement.\n3. **Live Collaborative Note-Taking**\\nTo help students understand and maintain focus during lectures, teachers can design a collaborative note-taking activity to engage them with the material being presented.\n\n \n 1. Share key points or important notes during a live lecture.\n 2. Use [Miro](https://web.scilmi.eu/doc/miro-v9VdklCdXR) to create an interactive board where students can add their thoughts and notes in real-time.\n4. **Interactive Q&A Sessions**\\nTo provide an active virtual teaching and learning environment, it is important to set aside time for students to ask questions related to the learning materials or tasks.\n\n \n 1. Set aside time for students to ask questions during a Zoom meeting.\n 2. Use [Slido](https://web.scilmi.eu/doc/slido-of2Tf1hCTN) to manage and display questions in real-time, allowing students to upvote the most relevant questions. \n5. **Virtual Assessment**\n\n To provide a reflective and interactive virtual learning environment, providing a knowledge check with quizzes can be one option. For example, teachers can conduct short online assessments or quizzes to evaluate students' understanding of specific topics.\n\n \n 1. Ask students to complete a real-time quiz on a topic via Zoom.\n 2. Use [Blooket](https://web.scilmi.eu/doc/blooket-BIYigoqCJc) or [Kahoot](https://web.scilmi.eu/doc/kahoot-r6Cb6a9zCw) to present the quiz and provide explanations for each answer during the activity.\n\n## Synchronous Virtual **Interactions Between Students and Learning Materials** \n\n\n:::tip\nDesigning synchronous virtual interactions between students and learning materials involves providing content that students can access and engage with in a virtual setting. However, in such settings, we recommend avoiding tasks that require students to spend too much time individually. Instead, some activities should be completed asynchronously or as online tasks on platforms like Moodle.\n\n:::\n\n\n1. **Interactive Video Materials**\n\n To provide students with interactive and engaging learning experiences, teachers can create and add quizzes and other interactive elements embedded within the video material. These can then be shared with students as part of the virtual teaching resources. This approach can engage students more effectively with the content.\n\n \n 1. Share an educational video during a Zoom session.\n 2. Use tools such as [**Genially**](https://web.scilmi.eu/doc/genially-J3F6gD8pbo) or [**H5P**](https://web.scilmi.eu/doc/h5p-5LPqpt6Ln1) to embed interactive elements (e.g., quizzes, annotations) that students can engage with as they watch the video.\n2. **Virtual Dialog cards**\n\n To provide reflection activities for students, teachers can design dialogue cards into the learning material. Even during virtual sessions, students need time to review their understanding. Using dialogue cards for review activities can be an effective solution.\n\n \n 1. Present a topic and provide students with a set of dialog cards to reinforce their learning.\n 2. Use tools like [H5P Dialog Cards](https://web.scilmi.eu/doc/dialog-cards-tutorial-QVJRPEEZ2n) to assess students' understanding interactively. This can be done individually or in groups.\n3. **Interactive Practice**\n\n Teachers can create and incorporate interactive learning materials that engage students and help them explore the learning content in a virtual setting more effectively.\n\n \n 1. Introduce a key term or concept and provide examples during a Zoom session.\n 2. Guide students to an activity you've created on platforms such as [**LearningApps **](https://web.scilmi.eu/doc/learningappsorg-V3FZinMb72)(e.g., matching games, learning content, or sorting tasks), allowing them to interact directly with the learning materials.\n\n# Differences in Designing Synchronous Virtual Activities Across Educational Settings\n\nThe example provided above can generally work well for those in higher education, continuing professional development (CPD), and secondary education in similar ways. However it is also important to acknowledge that learners in these three settings may have different learning needs within this virtual environment, so the length and format of the activity should be adapted to suit your target audience and their needs.\n\n## Designing Synchronous Virtual Activities for Higher Education \n\n\n:::tip\nLearners in higher education are mostly adults who are familiar with digital tools or platforms used in virtual environments or meetings, such as Zoom or Teams. In most cases, virtual meetings are mandatory sessions they are required to attend, so it is important to ensure that these sessions provide alignment between the materials, discussion of previous activities, and the work completed during asynchronous sessions. For these learners, there should be a balance between lectures on content or theory and opportunities for group activities.\n\n:::\n\n### Design Considerations and Examples \n\n\n1. #### Clear Instructions and Expectations\n\n Learners in higher education appreciate clarity and direction during synchronous virtual sessions. Begin the agenda by clarifying and addressing any questions related to the tasks they completed online in the asynchronous part. Then, introduce the session with clear learning objectives. This will help learners understand what they will experience and what is expected of them during and after the session. \n\n \n:::success\n For example\n\n Begin your session with an icebreaker activity (5- 10 minutes) using [digital apps](https://web.scilmi.eu/doc/digital-apps-for-teaching-and-learning-atVXPWvwYH) that suit the activity. Then, use a poll such as [Mentimeter](https://web.scilmi.eu/doc/mentimeter-baTF8qq5wu) or a Zoom poll to provide space and clarify any questions from the previous session or asynchronous tasks. After these activities, you can then start to share a slide deck with the agenda and clear learning objectives to set expectations for the session.\n\n :::\n2. **Peer Interaction and Collaboration**\n\n Learners in higher education benefit from engaging with their peers, and research consistently shows that they learn best through such interaction. With this in mind, it is recommended to use breakout rooms and collaborative tools during virtual sessions to help learners collaborate, discuss topics and tasks with their peers, and co-create their understanding.\n\n \n:::success\n For example\n\n To make use of this potential in practice, you can take a look at some examples above on how to provide **Group Discussion using Zoom Breakout Rooms**, and also some activities that may support this as sub-sections, such as **Peer Teaching Sessions** or **Speed Debating** on some topics.\n\n :::\n3. ### Multimedia and Real-Time Scaffolding\n\n Learners in higher education sometimes have long lectures on theories or topics that they need to master and understand, and these lengthy virtual lectures can sometimes result in disengagement. To avoid this during virtual sessions, teachers can add interactive presentations that include videos, interactive content, and quizzes. Including activities between presentations can also promote more learners-centred learning and active engagement.\n\n \n:::success\n For example\n\n To provide guidance on how to design and use multimedia and scaffolding in a virtual setting, you can refer to the example above on how to design an **Interactive Lecture** combining [H5P](https://web.scilmi.eu/doc/h5p-5LPqpt6Ln1) and [Genially](https://web.scilmi.eu/doc/genially-J3F6gD8pbo), as well as an interactive activity during the presentation, such as **Live Collaborative Note-Taking**, and keep learners engaged and active.\n\n :::\n4. ### Self-Assessment, Reflection, and Formative Feedback\n\n In a virtual session, it is also important to provide time for learners to complete a short self-assessment and reflection on the topics and their understanding of it. This assessment can be delivered as a formative assessment or as interactive quizzes, and preferably can be added both in the middle and at the end of the session.\n\n \n:::success\n For example\n\n To provide learners with opportunities for self-assessment and reflection in a virtual session, you can see the example above showing how we can offer **Virtual Assessment**, as well as how to design Virtual **Dialogue Cards** to give learners time to reflect on their understanding of the topics that have been discussed.\n\n :::\n\n## Designing Synchronous Virtual Activities for CPD\n\n\n:::tip\nLearners in CPD are mostly adults or mid-career professionals with practical experience in their fields, such as teachers. They may be familiar with video conferencing tools or virtual meeting elements; however, we also need to be aware that they may have varying levels of understanding and skill in using the functions and features. During the virtual session, we also recommend avoiding theory heavy lectures. Instead, make the session short, focused, and engaging.\n\n:::\n\n### Design Considerations and Examples \n\n\n1. **Keep Sessions Focused and Time-Efficient**\n\n Learners in CPD are usually professionals with work responsibilities alongside their training commitments. When designing synchronous or virtual sessions, the content and tasks should be brief, clearly focused on practical outcomes, and time-sensitive (ideally no longer than two hours). It is also important to avoid excessive theory and lengthy lectures. Instead, allow time for questions, discussions, and, where possible, include some practical examples.\n\n \n:::success\n For example\n\n Start the virtual session with a 5- to 10-minute recap of the material or video shared in advance on Moodle. The virtual session can focus on one key idea from the pre-provided materials and ask participants to share how it applies to their own practice. You can refer to the example above on how to design a **Teacher-Moderated Discussion** for this activity.\n\n :::\n2. **Peer Interaction and Collaboration**\n\n Similar to HE learners, those in CPD also benefit from engaging with their peers. It is also recommended to use breakout rooms and collaborative tools during virtual sessions to help CPD learners collaborate, discuss topics and tasks with their peers, share their practical experiences and challenges, and co-create their understanding.\n\n \n:::success\n For example\n\n To make use of this potential in practice, you can take a look at some examples above on how to provide **Group Discussion using Zoom Breakout Rooms**, and also some activities that may support this as sub-sections, such as **Peer Teaching Sessions** or **Speed Debating** on some topics.\n\n :::\n3. **Make Activities Mobile Friendly and Easily Accessible**\n\n CPD learners often join the virtual sessions in the middle of their work or on their way to move from one place to another. When designing activities for this type of learner, we need to ensure that the activities in the virtual session are flexible and accessible on various devices. \n\n \n:::success\n For example \n\n The learning materials and activities during virtual sessions should be easily accessible to learners from any location and device. At this point, learners should also be able to follow the session easily, join breakout rooms, and participate without requiring extensive technical knowledge. Then, the above example of **Live Collaborative Note-Taking** may not work well for this type of learner or activity, as it may not be easily accessible on devices other than a PC.\n\n :::\n4. **Spaces for Feedback and Reflection**\n\n Learners in CPD also benefit from knowing how well they understand material and how to apply it. With that, it is also important to provide time for learners to complete a short self-assessment and reflection on the topics and their understanding of it. This assessment can be delivered as a formative assessment or as interactive quizzes and preferably can be added both in the middle and at the end of the session.\n\n \n:::success\n For example\n\n To provide learners with opportunities for self-assessment and reflection in a virtual session, you can see the example above showing how we can offer **Virtual Assessment**, as well as how to design Virtual **Dialogue Cards** to give learners time to reflect on their understanding of the topics that have been discussed.\n\n :::\n\n## Designing Synchronous Virtual Activities for Secondary Education \n\n\n:::tip\nLearners in secondary education are typically adolescents who are still developing their independent learning skills. As in other learning settings, learners in secondary education within the virtual sessions also benefit from clear instruction, and it is important to design engaging yet guided activities that strike a balance between achieving the learning objectives and keeping students actively involved in the tasks within the virtual sessions.\n\n:::\n\n### Design Considerations and Examples \n\n\n1. **Start with Icebreaker Activities to Build Engagement**\n\n Learners in secondary education often need time to settle into the virtual environment, and may also need to feel comfortable and connected to the session, their peers, and their teachers. At the beginning of each session, including an icebreaker activity that is inclusive and energising can be an effective way to start.\n\n \n:::success\n For example\n\n Begin your session with a 5–10 minute icebreaker activity, using [digital apps](https://web.scilmi.eu/doc/digital-apps-for-teaching-and-learning-atVXPWvwYH) that suit the task or a simple activity that allows learners to respond using only emojis or reactions. You might also organise a quick round of introductions or a different short activity each week. Also, make sure there is variation in the topics and apps used to keep the sessions fresh and engaging.\n\n :::\n2. **Keep Tasks Structured and Easy to Follow**\n\n Learners in secondary education, as mentioned above, also benefit from clear, step-by-step guidance and well-defined objectives for each task to help them stay focused during virtual lessons. When designing activities for virtual sessions, it is important to provide short instructions, break down the steps with scaffolding, and avoid overwhelming students with too many instructions at once.\n\n \n:::success\n For example\n\n When assigning a short collaborative project (for example, a brainstorming activity about climate change issues), you can:\n\n \n 1. Show a finished example of the activity.\n 2. Break the activity into clear steps:\n * Research your topic in pairs using reliable sources.\n * Write down what you discussed and share it on [Miro.](https://web.scilmi.eu/doc/miro-v9VdklCdXR)\n * You have 30 minutes to discuss in the breakout room.\n\n :::\n3. **Use Multimedia and Interactive Content to Engage**\n\n Learners in secondary education are generally more engaged with learning materials and tasks when these are presented in a variety of formats beyond just text on presentations, including during virtual sessions. When designing teaching materials and activities for virtual sessions, you can add and scaffold interactive elements such as short videos, animations, and interactive tasks to enhance their engagement with your teaching content.\n\n \n:::success\n For example\n\n To provide guidance on how to design and use multimedia and scaffolding in a virtual setting, you can refer to the example above on how to design an **Interactive Lecture** combining [H5P](https://web.scilmi.eu/doc/h5p-5LPqpt6Ln1) and [Genially](https://web.scilmi.eu/doc/genially-J3F6gD8pbo), as well as an interactive activity during the presentation. For instance, share a short video on Zoom (2–4 minutes) related to your topic and embed quiz questions using **H5P**. Then follow up with a quick Kahoot or a discussion using [Slido](https://web.scilmi.eu/doc/slido-of2Tf1hCTN) to reflect on the key ideas. It is also important to keep the session within a time limit and ensure the content remains relevant.\n\n :::\n4. **Active Teacher Monitoring and Support**\n\n During virtual sessions, learners in secondary education also benefit from ongoing support and a visible teacher presence in both individual and group activities. Teachers can monitor group tasks or individual work by actively visiting breakout rooms while also responding to learners' questions in the chat. Active monitoring helps learners stay on track and feel supported in the virtual environment.\n\n \n:::success\n For example\n\n When you ask the learners to work in groups in a breakout room, you can use a rotation system to visit each group and provide verbal feedback, clarification, or clarification of misunderstandings within the group. Provide learners with information and know ahead of time that you will be checking in and encourage them to use the chat or \"Ask for Help\" feature if they need assistance. Keep the activity under control to avoid the learners losing track in the breakout room, and make sure the time limit is set to avoid disengagement.\n\n \\\n :::\n\n\n### References\n\nAdmiraal, W. & Putra, I. W. (2026). Towards a Pedagogy of Engagement in Technology-Enhanced Teaching. In M. Cruz, R. Queirós, & D. Mascarenhas (Eds.), *Building Teaching Competencies for AI-Driven and Inclusive Learning* (pp. 1-68). IGI Global Scientific Publishing. \n\nAdmiraal, W., Lockhorst, D., Post, L., & Kester, L. (2024). Effects of students' autonomy support on their self-regulated learning strategies: Three field experiments in secondary education. International Journal of Research in Education and Science (IJRES), 10(1), 1- 20. \n\nBates, A. W. (2022). *Teaching in a digital age: Guidelines for designing teaching and learning* (3rd ed.). Tony Bates Associates Ltd. \n\nDe Hei, M., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. *Educational Research Review*, *18*, 33-45. \n\nStanford University. (2024). *Teaching commons: Engaging online activities*. \n\nSweetman, D. S. (2021). Making virtual learning engaging and interactive. FASEB BioAdvances, 3(1), 11–19. https://doi.org/10.1096/fba.2020-00084 \n\n\n\\","HTML":"

Designing interactive synchronous virtual activities involves creating learning experiences that engage students in real time, allowing for direct interaction with both teachers and peers. These activities typically use a range of digital tools and virtual meeting platforms to facilitate teaching, live collaboration, interactive discussions, and reflective feedback. In addition, designing engaging synchronous activities can include adding virtual elements such as live polls, breakout group tasks, real-time quizzes, and interactive discussions that encourage active participation. By promoting active involvement and providing immediate feedback, these activities can create an interactive and engaging environment that supports students' learning and sense of community while engaging in the learning experiences in the virtual classroom.

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Synchronous Virtual Interactions Between Students and Students

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Tip
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Designing synchronous virtual interactions between students involves creating spaces for collaboration and discussion, allowing them to engage, share ideas, and complete small tasks in a virtual environment.

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  1. Ice Breaker Activity
    2. \n
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To enhance engagement and create a welcoming environment for students, teachers can integrate and add an icebreaker activity at the beginning of the virtual session.

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    \n
  1. Organise a quick round of introductions or other activities, changing the topic or activity weekly, and using different apps.
    2. \n
  2. Allocate at least 5 to 10 minutes of lesson time for this activity.
    3. \n
  3. Group Discussion Using Zoom Breakout Rooms
    4. \n
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To create interactive activities during virtual teaching between students, teachers can assign them to breakout rooms to discuss a topic or share ideas.

\n
    \n
  1. Divide students into smaller groups using Zoom Breakout Rooms.
    2. \n
  2. Use blank\" rel=\"noopener\">Miro or blank\" rel=\"noopener\">Flinga to create a shared board where students can collaborate and visually share ideas (e.g., mind maps, brainstorming).
    3. \n
  3. Peer Teaching Sessions
    4. \n
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To develop virtual reflective practice among students, teachers can design peer teaching activities. Peer teaching activities can enhance interactive reflection and help students deepen their understanding of the topics discussed.

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    \n
  1. Assign each student a topic to explain to their peers.
    2. \n
  2. Use Kahoot to quiz peers on the topic, making the activity more interactive.
    3. \n
  3. Speed Debating
    4. \n
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To enhance students' active interaction in the virtual classroom, teachers can add activities such as speed debating. This activity allows students to present their arguments or opinions on specific topics and discuss them with their peers virtually. For example, they can debate or discuss the concept of "truth and trust" in the age of misinformation.

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    \n
  1. Organise students in pairs in Zoom Breakout Rooms and assign them a debate topic.
    2. \n
  2. Use Wooclap to collect real-time feedback and polling from the audience on the effectiveness of each debate.
    3. \n
  3. Interactive Polling and Reflection
    4. \n
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Polling and reflection can be used at the end of the lesson. You may also ask one group of students to create the poll, and other groups can reflect on it.

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    \n
  1. Conduct a live brainstorming session on Zoom.
    2. \n
  2. Use Slido for live polling and Q&A, allowing students to vote on the most interesting ideas shared.
    3. \n
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Synchronous Virtual Interactions Between Teachers and Students

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Tip
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Designing synchronous virtual interactions between teachers and students involves creating flexible and organised ways for them to engage with the learning content that teachers share and communicate at the time. The design should also allow teachers to provide immediate feedback and support student learning in a virtual setting.

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    \n
  1. Teacher-Moderated Discussion\\nTo encourage active interaction between the teacher and students, the teacher can guide the discussion in virtual teaching by asking questions, which can be posed at the beginning, middle, or end of the activities.
    2. \n
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    \n
  1. Lead a virtual class discussion via Zoom, asking guiding questions.
    2. \n
  2. Use Mentimeter to gather live responses from students and discuss a selection of these.
    3. \n
  3. Interactive Lecture
    4. \n
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To provide students with engaging and interactive lectures, teachers can consider designing an interactive presentation for their teaching as an effective way to engage students in activities during lessons.

\n
    \n
  1. Deliver a lecture via Zoom.
    2. \n
  2. Use blank\" rel=\"noopener\">H5P or blank\" rel=\"noopener\">Genially to integrate interactive visuals or quizzes into the presentation to enhance student engagement.
    3. \n
  3. Live Collaborative Note-Taking\\nTo help students understand and maintain focus during lectures, teachers can design a collaborative note-taking activity to engage them with the material being presented.
    4. \n
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    \n
  1. Share key points or important notes during a live lecture.
    2. \n
  2. Use Miro to create an interactive board where students can add their thoughts and notes in real-time.
    3. \n
  3. Interactive Q&A Sessions\\nTo provide an active virtual teaching and learning environment, it is important to set aside time for students to ask questions related to the learning materials or tasks.
    4. \n
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    \n
  1. Set aside time for students to ask questions during a Zoom meeting.
    2. \n
  2. Use Slido to manage and display questions in real-time, allowing students to upvote the most relevant questions.
    3. \n
  3. Virtual Assessment
    4. \n
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To provide a reflective and interactive virtual learning environment, providing a knowledge check with quizzes can be one option. For example, teachers can conduct short online assessments or quizzes to evaluate students' understanding of specific topics.

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    \n
  1. Ask students to complete a real-time quiz on a topic via Zoom.
    2. \n
  2. Use blank\" rel=\"noopener\">Blooket or blank\" rel=\"noopener\">Kahoot to present the quiz and provide explanations for each answer during the activity.
    3. \n
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Synchronous Virtual Interactions Between Students and Learning Materials

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Tip
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Designing synchronous virtual interactions between students and learning materials involves providing content that students can access and engage with in a virtual setting. However, in such settings, we recommend avoiding tasks that require students to spend too much time individually. Instead, some activities should be completed asynchronously or as online tasks on platforms like Moodle.

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    \n
  1. Interactive Video Materials
    2. \n
\n

To provide students with interactive and engaging learning experiences, teachers can create and add quizzes and other interactive elements embedded within the video material. These can then be shared with students as part of the virtual teaching resources. This approach can engage students more effectively with the content.

\n
    \n
  1. Share an educational video during a Zoom session.
    2. \n
  2. Use tools such as blank\" rel=\"noopener\">Genially or blank\" rel=\"noopener\">H5P to embed interactive elements (e.g., quizzes, annotations) that students can engage with as they watch the video.
    3. \n
  3. Virtual Dialog cards
    4. \n
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To provide reflection activities for students, teachers can design dialogue cards into the learning material. Even during virtual sessions, students need time to review their understanding. Using dialogue cards for review activities can be an effective solution.

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    \n
  1. Present a topic and provide students with a set of dialog cards to reinforce their learning.
    2. \n
  2. Use tools like H5P Dialog Cards to assess students' understanding interactively. This can be done individually or in groups.
    3. \n
  3. Interactive Practice
    4. \n
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Teachers can create and incorporate interactive learning materials that engage students and help them explore the learning content in a virtual setting more effectively.

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    \n
  1. Introduce a key term or concept and provide examples during a Zoom session.
    2. \n
  2. Guide students to an activity you've created on platforms such as LearningApps (e.g., matching games, learning content, or sorting tasks), allowing them to interact directly with the learning materials.
    3. \n
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Differences in Designing Synchronous Virtual Activities Across Educational Settings

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The example provided above can generally work well for those in higher education, continuing professional development (CPD), and secondary education in similar ways. However it is also important to acknowledge that learners in these three settings may have different learning needs within this virtual environment, so the length and format of the activity should be adapted to suit your target audience and their needs.

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Designing Synchronous Virtual Activities for Higher Education

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Tip
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Learners in higher education are mostly adults who are familiar with digital tools or platforms used in virtual environments or meetings, such as Zoom or Teams. In most cases, virtual meetings are mandatory sessions they are required to attend, so it is important to ensure that these sessions provide alignment between the materials, discussion of previous activities, and the work completed during asynchronous sessions. For these learners, there should be a balance between lectures on content or theory and opportunities for group activities.

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Design Considerations and Examples

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    \n
  1. #### Clear Instructions and Expectations
    2. \n
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Learners in higher education appreciate clarity and direction during synchronous virtual sessions. Begin the agenda by clarifying and addressing any questions related to the tasks they completed online in the asynchronous part. Then, introduce the session with clear learning objectives. This will help learners understand what they will experience and what is expected of them during and after the session.

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Success
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For example Begin your session with an icebreaker activity (5- 10 minutes) using blank\" rel=\"noopener\">digital apps that suit the activity. Then, use a poll such as blank\" rel=\"noopener\">Mentimeter or a Zoom poll to provide space and clarify any questions from the previous session or asynchronous tasks. After these activities, you can then start to share a slide deck with the agenda and clear learning objectives to set expectations for the session.

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  1. Peer Interaction and Collaboration
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Learners in higher education benefit from engaging with their peers, and research consistently shows that they learn best through such interaction. With this in mind, it is recommended to use breakout rooms and collaborative tools during virtual sessions to help learners collaborate, discuss topics and tasks with their peers, and co-create their understanding.

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For example To make use of this potential in practice, you can take a look at some examples above on how to provide Group Discussion using Zoom Breakout Rooms, and also some activities that may support this as sub-sections, such as Peer Teaching Sessions or Speed Debating on some topics.

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  1. ### Multimedia and Real-Time Scaffolding
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Learners in higher education sometimes have long lectures on theories or topics that they need to master and understand, and these lengthy virtual lectures can sometimes result in disengagement. To avoid this during virtual sessions, teachers can add interactive presentations that include videos, interactive content, and quizzes. Including activities between presentations can also promote more learners-centred learning and active engagement.

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For example To provide guidance on how to design and use multimedia and scaffolding in a virtual setting, you can refer to the example above on how to design an Interactive Lecture combining blank\" rel=\"noopener\">H5P and blank\" rel=\"noopener\">Genially, as well as an interactive activity during the presentation, such as Live Collaborative Note-Taking, and keep learners engaged and active.

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  1. ### Self-Assessment, Reflection, and Formative Feedback
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In a virtual session, it is also important to provide time for learners to complete a short self-assessment and reflection on the topics and their understanding of it. This assessment can be delivered as a formative assessment or as interactive quizzes, and preferably can be added both in the middle and at the end of the session.

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For example To provide learners with opportunities for self-assessment and reflection in a virtual session, you can see the example above showing how we can offer Virtual Assessment, as well as how to design Virtual Dialogue Cards to give learners time to reflect on their understanding of the topics that have been discussed.

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Designing Synchronous Virtual Activities for CPD

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Learners in CPD are mostly adults or mid-career professionals with practical experience in their fields, such as teachers. They may be familiar with video conferencing tools or virtual meeting elements; however, we also need to be aware that they may have varying levels of understanding and skill in using the functions and features. During the virtual session, we also recommend avoiding theory heavy lectures. Instead, make the session short, focused, and engaging.

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Design Considerations and Examples

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  1. Keep Sessions Focused and Time-Efficient
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Learners in CPD are usually professionals with work responsibilities alongside their training commitments. When designing synchronous or virtual sessions, the content and tasks should be brief, clearly focused on practical outcomes, and time-sensitive (ideally no longer than two hours). It is also important to avoid excessive theory and lengthy lectures. Instead, allow time for questions, discussions, and, where possible, include some practical examples.

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For example Start the virtual session with a 5- to 10-minute recap of the material or video shared in advance on Moodle. The virtual session can focus on one key idea from the pre-provided materials and ask participants to share how it applies to their own practice. You can refer to the example above on how to design a Teacher-Moderated Discussion for this activity.

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  1. Peer Interaction and Collaboration
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Similar to HE learners, those in CPD also benefit from engaging with their peers. It is also recommended to use breakout rooms and collaborative tools during virtual sessions to help CPD learners collaborate, discuss topics and tasks with their peers, share their practical experiences and challenges, and co-create their understanding.

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For example To make use of this potential in practice, you can take a look at some examples above on how to provide Group Discussion using Zoom Breakout Rooms, and also some activities that may support this as sub-sections, such as Peer Teaching Sessions or Speed Debating on some topics.

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  1. Make Activities Mobile Friendly and Easily Accessible
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CPD learners often join the virtual sessions in the middle of their work or on their way to move from one place to another. When designing activities for this type of learner, we need to ensure that the activities in the virtual session are flexible and accessible on various devices.

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For example The learning materials and activities during virtual sessions should be easily accessible to learners from any location and device. At this point, learners should also be able to follow the session easily, join breakout rooms, and participate without requiring extensive technical knowledge. Then, the above example of Live Collaborative Note-Taking may not work well for this type of learner or activity, as it may not be easily accessible on devices other than a PC.

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  1. Spaces for Feedback and Reflection
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Learners in CPD also benefit from knowing how well they understand material and how to apply it. With that, it is also important to provide time for learners to complete a short self-assessment and reflection on the topics and their understanding of it. This assessment can be delivered as a formative assessment or as interactive quizzes and preferably can be added both in the middle and at the end of the session.

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For example To provide learners with opportunities for self-assessment and reflection in a virtual session, you can see the example above showing how we can offer Virtual Assessment, as well as how to design Virtual Dialogue Cards to give learners time to reflect on their understanding of the topics that have been discussed.

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Designing Synchronous Virtual Activities for Secondary Education

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Learners in secondary education are typically adolescents who are still developing their independent learning skills. As in other learning settings, learners in secondary education within the virtual sessions also benefit from clear instruction, and it is important to design engaging yet guided activities that strike a balance between achieving the learning objectives and keeping students actively involved in the tasks within the virtual sessions.

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Design Considerations and Examples

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  1. Start with Icebreaker Activities to Build Engagement
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Learners in secondary education often need time to settle into the virtual environment, and may also need to feel comfortable and connected to the session, their peers, and their teachers. At the beginning of each session, including an icebreaker activity that is inclusive and energising can be an effective way to start.

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For example Begin your session with a 5–10 minute icebreaker activity, using digital apps that suit the task or a simple activity that allows learners to respond using only emojis or reactions. You might also organise a quick round of introductions or a different short activity each week. Also, make sure there is variation in the topics and apps used to keep the sessions fresh and engaging.

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  1. Keep Tasks Structured and Easy to Follow
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Learners in secondary education, as mentioned above, also benefit from clear, step-by-step guidance and well-defined objectives for each task to help them stay focused during virtual lessons. When designing activities for virtual sessions, it is important to provide short instructions, break down the steps with scaffolding, and avoid overwhelming students with too many instructions at once.

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For example When assigning a short collaborative project (for example, a brainstorming activity about climate change issues), you can:

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  1. Show a finished example of the activity.
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  2. Break the activity into clear steps:
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  • Research your topic in pairs using reliable sources.
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  • Write down what you discussed and share it on Miro.
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  • You have 30 minutes to discuss in the breakout room.
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  1. Use Multimedia and Interactive Content to Engage
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Learners in secondary education are generally more engaged with learning materials and tasks when these are presented in a variety of formats beyond just text on presentations, including during virtual sessions. When designing teaching materials and activities for virtual sessions, you can add and scaffold interactive elements such as short videos, animations, and interactive tasks to enhance their engagement with your teaching content.

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For example To provide guidance on how to design and use multimedia and scaffolding in a virtual setting, you can refer to the example above on how to design an Interactive Lecture combining blank\" rel=\"noopener\">H5P and blank\" rel=\"noopener\">Genially, as well as an interactive activity during the presentation. For instance, share a short video on Zoom (2–4 minutes) related to your topic and embed quiz questions using H5P. Then follow up with a quick Kahoot or a discussion using Slido to reflect on the key ideas. It is also important to keep the session within a time limit and ensure the content remains relevant.

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  1. Active Teacher Monitoring and Support
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During virtual sessions, learners in secondary education also benefit from ongoing support and a visible teacher presence in both individual and group activities. Teachers can monitor group tasks or individual work by actively visiting breakout rooms while also responding to learners' questions in the chat. Active monitoring helps learners stay on track and feel supported in the virtual environment.

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For example When you ask the learners to work in groups in a breakout room, you can use a rotation system to visit each group and provide verbal feedback, clarification, or clarification of misunderstandings within the group. Provide learners with information and know ahead of time that you will be checking in and encourage them to use the chat or "Ask for Help" feature if they need assistance. Keep the activity under control to avoid the learners losing track in the breakout room, and make sure the time limit is set to avoid disengagement.

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References

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Admiraal, W. & Putra, I. W. (2026). Towards a Pedagogy of Engagement in Technology-Enhanced Teaching. In M. Cruz, R. Queirós, & D. Mascarenhas (Eds.), Building Teaching Competencies for AI-Driven and Inclusive Learning (pp. 1-68). IGI Global Scientific Publishing. <https://doi.org/10.4018/979-8-3373-7729-2.ch001>

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Admiraal, W., Lockhorst, D., Post, L., & Kester, L. (2024). Effects of students' autonomy support on their self-regulated learning strategies: Three field experiments in secondary education. International Journal of Research in Education and Science (IJRES), 10(1), 1- 20. <https://doi.org/10.46328/ijres.3343>

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Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. <https://pressbooks.bccampus.ca/teachinginadigitalagev3m/>

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De Hei, M., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review, 18, 33-45. <https://doi.org/10.1016/j.edurev.2016.01.001>

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Stanford University. (2024). Teaching commons: Engaging online activities. <https://teachingcommons.stanford.edu/teaching-guides/remote-teaching-guide/online-learning-activities/engaging-online-activities>

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Sweetman, D. S. (2021). Making virtual learning engaging and interactive. FASEB BioAdvances, 3(1), 11–19. https://doi.org/10.1096/fba.2020-00084

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