Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis

Matt Bower, Barney Dalgarno, Gregor E. Kennedy, Mark Lee

    Research output: Contribution to journalArticle

    83 Citations (Scopus)
    19 Downloads (Pure)

    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.
    Original languageEnglish
    Pages (from-to)1-17
    Number of pages17
    JournalComputers and Education
    Volume86
    DOIs
    Publication statusPublished - Aug 2015

    Fingerprint Dive into the research topics of 'Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis'. Together they form a unique fingerprint.

    Cite this