Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities

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

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of technologies (including video conferencing, web conferencing and virtual worlds), tasks (namely collaborative evaluation, group questioning, class discussion, problem solving and collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the designs. The main issues that teachers confronted when facilitating blended synchronous lessons were those relating to communication and those relating to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff.

LanguageEnglish
Pages261-272
Number of pages12
JournalAustralasian journal of educational technology
Volume30
Issue number3
Publication statusPublished - 2014

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Blended Learning
teacher
government office
student
flexibility
video
utilization
instruction
staff
communication
Teaching
interaction
evaluation
learning
time
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Cite this

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Patterns and principles for blended synchronous learning : Engaging remote and face-to-face learners in rich-media real-time collaborative activities. / Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J W; Kennedy, Gregor E.

In: Australasian journal of educational technology, Vol. 30, No. 3, 2014, p. 261-272.

Research output: Contribution to journalArticleResearchpeer-review

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