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

Matt Bower, Barney Dalgarno, Gregor E. Kennedy, Mark J W Lee, Jacqueline Kenney

Research output: Contribution to journalArticleResearchpeer-review

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.

LanguageEnglish
Pages1-17
Number of pages17
JournalComputers and Education
Volume86
DOIs
Publication statusPublished - Aug 2015

Fingerprint

Blended Learning
learning environment
Students
learning
student
Video conferencing
student teacher
video
Human engineering
participation
university

Bibliographical note

Copyright 2015 The Authors. Published by Elsevier Ltd. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • Blended synchronous learning
  • Synchronous learning
  • Hybrid learning
  • Computer-supported collaborative learning
  • Learning design

Cite this

@article{f590139b38284d6cb95bca92dc7fea65,
title = "Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis",
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.",
keywords = "Blended synchronous learning, Synchronous learning, Hybrid learning, Computer-supported collaborative learning, Learning design",
author = "Matt Bower and Barney Dalgarno and Kennedy, {Gregor E.} and Lee, {Mark J W} and Jacqueline Kenney",
note = "Copyright 2015 The Authors. Published by Elsevier Ltd. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.",
year = "2015",
month = "8",
doi = "10.1016/j.compedu.2015.03.006",
language = "English",
volume = "86",
pages = "1--17",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier",

}

Design and implementation factors in blended synchronous learning environments : Outcomes from a cross-case analysis. / Bower, Matt; Dalgarno, Barney; Kennedy, Gregor E.; Lee, Mark J W; Kenney, Jacqueline.

In: Computers and Education, Vol. 86, 08.2015, p. 1-17.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Design and implementation factors in blended synchronous learning environments

T2 - Computers and Education

AU - Bower, Matt

AU - Dalgarno, Barney

AU - Kennedy, Gregor E.

AU - Lee, Mark J W

AU - Kenney, Jacqueline

N1 - Copyright 2015 The Authors. Published by Elsevier Ltd. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

PY - 2015/8

Y1 - 2015/8

N2 - 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.

AB - 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.

KW - Blended synchronous learning

KW - Synchronous learning

KW - Hybrid learning

KW - Computer-supported collaborative learning

KW - Learning design

UR - http://www.scopus.com/inward/record.url?scp=84925639810&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2015.03.006

DO - 10.1016/j.compedu.2015.03.006

M3 - Article

VL - 86

SP - 1

EP - 17

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

ER -