Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis
By Matt Bower, Barney Dalgarno, Gregor E. Kennedy, Mark J. W. Lee, Jacqueline L. Kenney. Comput. Educ., 2015
453 citations recorded by the source corpus.
Abstract Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilise technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.
Subfields: Computer Science Applications, Education, Media Technology
View Paper: https://www.semanticscholar.org/paper/b951ceaea2a17fc277abaed958efb388042c9d4d
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In Computer Science Applications
In Education
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Citations in the corpus
- Challenges in the online component of blended learning: A systematic review (2020, background): “In a blended asynchronous learning setting (see Table 2), overly focused on remote students; time wasting in troubleshooting technical problems; challenge of managing students in both modes were the key challenges that teachers face in steering an effective blended asynchronous class (Bower, 2015).”
- What Do We Mean by Blended Learning? (2019, background): “…to have become a mainstream term that describes B modern education ^ that aim to take advantage of online technologies. campus and online learners (Bower et Blended learning is, for example, used to the use of learning management systems as a complement to campus education and the use of digital…”