Polysynchronous learning: A model for student interaction and engagement

Barney Dalgarno

    Research output: Book chapter/Published conference paperConference paperpeer-review

    10 Citations (Scopus)
    145 Downloads (Pure)


    The advent of MOOCs has drawn renewed interest in online pedagogies and new impetus for efforts to understand the ways in which face to face, online and blended modalities afford distinct patterns of student interaction and engagement. At the same time, the ubiquitous availability of mobile devices is presenting new opportunities for face to face students to engage in new ways with teachers, peers and content during and after class through multiple ever-present communication streams. In order to cater for students undertaking their studies in these new technology mediated environments, more needs to be known about the way in which student interaction and engagement changes in such environments. This paper discusses a new theoretical stance on the interaction patterns of students in face to face and online settings. The term polysynchronous learning is proposed to encompass the new learning opportunities afforded by contemporary online learning technologies.
    Original languageEnglish
    Title of host publicationProceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2014)
    EditorsS -K Loke
    Place of PublicationAustralia
    Number of pages5
    Publication statusPublished - 2014
    EventASCILITE 2014: 31st International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education - University of Otago, Dunedin, New Zealand
    Duration: 23 Nov 201426 Nov 2014


    ConferenceASCILITE 2014
    Abbreviated titleRhetoric and Reality: Critical perspectives on educational technology . Proceedings ascilite Dunedin 2014: Critical perspectives on educational technology
    Country/TerritoryNew Zealand
    Internet address


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