Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis
Matt Bower, School of Education, Australia ; Barney Dalgarno, uImagine Digital Learning Innovation Laboratory, Australia ; Gregor E. Kennedy, Centre for the Study of Higher Education, Australia ; Mark J.W. Lee, Jacqueline Kenney, School of Education, Australia
Computers & Education Volume 86, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
Bower, M., Dalgarno, B., Kennedy, G.E., Lee, M.J.W. & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86(1), 1-17. Elsevier Ltd.
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Anestis Divanoglou, Kenneth Chance-Larsen, Julie Fleming & Michele Wolfe
Australasian Journal of Educational Technology Vol. 34, No. 3 (Jul 20, 2018)
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