Supporting Preservice Teachers’ Cognitive and Personal Dimensions in Online Courses Through Synchronous Strategies

The COVID-19 pandemic necessitated a rapid transition to online teaching and learning, exacerbating challenges for preservice teachers, including social isolation, heightened stress, and the need to adapt quickly to new learning environments. While asynchronous formats offered flexibility, they often lacked immediacy and emotional support. Drawing on Hrastinski’s participation model, which distinguishes personal participation (e.g., motivation and social presence) from cognitive participation (e.g., reflection and higher-order thinking), this qualitative descriptive case study examined participation in an online technology integration course. Specifically, the study explored how synchronous instructional strategies supported both dimensions of participation at a southwest borderland university serving diverse students including first-generation and bilingual students. Analyzing course artifacts, instructor reflections, synchronous teaching session notes, and student evaluations, findings revealed that five synchronous strategies proved most impactful: psycho-social support, collaborative decision-making, quick and specific feedback, technology demonstrations, and multidimensional learning opportunities. These strategies enhanced personal participation, which in turn fostered cognitive participation, suggesting an integrated, mutually reinforcing relationship between the two dimensions. Findings extend Hrastinski’s model and offer evidence-based, relationally grounded guidance for synchronous online teacher education design.