Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

Abstract

In this study, a blended synchronous learning environment (BSLE) was created to support a group of graduate students when they were taking a course. Instruction was delivered to both face-to-face (F2F) and online students simultaneously. The purpose of this paper is to present how this BSLE was gradually designed, implemented, and improved by following the educational design research approach.Results showed that the BSLE environment had the capability to support online and classroom students at the same time and provide equivalent learning experiences for them, but challenges emerged in the process. Design principles were summarized to guide researchers or teachers when they design similar learning environments.

Why do University Teachers use E-Learning Systems?

“…The impact of teachers' CB on technology acceptance has been widely explored in the current literature (e.g., Judson, 2006;Overbay, Patterson, Vasu, & Grable, 2010;Teo, Chai, Hung, & Lee, 2008;Tondeur, Hermans, van Braak, & Valcke, 2008;Wang, Quek, & Hu, 2017). These studies largely suggest that teachers' CB are associated with the extensive use of technologies to support student-centred curricula.…”

God kvalitet i livestreamet undervisning – fra underviserens point of view

“…En stor del af de nyere artikler omkring videostreaming i undervisningen har fokus på studerende og deres laering, men enkelte artikler har fokus på underviserne og deres rolle i tilrettelaeggelsen af denne form for undervisning (Rehn, Maor, & McConney, 2017;Wang, Quek, & Hu, 2017). Det kunne derfor vaere interessant at have fokus på underviserne, og derfor undersøges og diskuteres det i artiklen:…”

“…Dette påvirker underviseren og de studerendes rolle, da de er nødt til at blive fortrolige med den splittede tilstedevaerelse og måder at interagere simultant i fysiske rum og i det tredje, virtuelle undervisningsrum . Denne opfattelse er også at finde hos Wang et al (2017), som også pointerer, at underviseren skal have tilstedevaerelse (attention) både i det fysiske rum og i onlinerummet, hvilket er en udfordring. Det er vigtigt at underviseren vaenner sig til teknologien, så den bliver transparent.…”

“…Det er vigtigt at underviseren vaenner sig til teknologien, så den bliver transparent. Dog forholder Wang et al (2017) sig ikke yderlig til det didaktiske i livestreaming (Wang m.fl., 2017).…”

Différences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte

“…Although a BSDM can help lower feelings of isolation of online students, it still remains a challenge, especially in terms of engaging with other students and forming relationships (Lakhal et al, 2017). Cunningham (2014) cites the "us and them" phenomena, while Wang, Quek, and Hu (2017) point to the physical separation that accounts for feelings of isolation, exclusion, and difficulty to collaborate and communicate. Cunningham's (2014) study also reveals the need for recognition, appreciation, inclusiveness, participation, shared cognition, and feelings of social solidarity; she claims a BSDM can hinder the possibility to meet such needs.…”