Here or There Instruction: Lessons Learned in Implementing Innovative Approaches to Blended Synchronous Learning

Abstract

Here or There (HOT) instruction is a blended synchronous approach that enables students from on-campus ("here") or a remote location ("there") to participate together in class activities in real time. The purpose of this article is to share three different cases at two universities that illustrate different implementations of HOT instruction, explain the affordances of these varied approaches, provide best practices that are common to each, and share lessons learned along the way. Readers will gain a better understanding of how to implement a range of innovative HOT approaches, and in what context(s) they might choose one approach over another. The authors' experience indicates that sound pedagogical principles along with pragmatic considerations, such as class size, available technology, and instructor's skills, should guide decisions regarding use of these blended synchronous approaches. Future research should look towards what impact blended synchronous environments have on student outcomes.

The Satisfaction Level of Undergraduate Science Students Towards Using E-Learning and Virtual Classes in Exceptional Condition Covid-19 Crisis

“…With great technical progress and the spread of the Internet at competitive prices, Internet-based education is rapidly developing in universities all over the world (Zydney, et al, 2019;Marshall, 2018;McSweeney, 2010). Higher education institutions are constantly seeking to employ new technologies to become more productive, to manage their development strategies, in addition to effectively rebuilding the curriculum to meet the diverse needs and expectations of students and involve students in learning (Lakhal, De Sherbrooke, & Bateman, 2017;Ramsey, Evans, & Levy, 2016;Cain, Bell, & Cheng, 2016).…”

“…Some educators object to e-learning on the pretext of poorly adjusting its tools accurately compared to traditional learning, but the follower of the e-learning journey realizes that the more technology and Internet tools and technologies develop the more the educational employment develops to serve learning goals (Cain, Bell, & Cheng, 2016;Zydney, et al, 2019;Ramsey, Evans, & Levy, 2016;Tami, 2016).…”

“…Here, it must be noted that LMS can manage the educational institution and the teaching-learning processes in a coordinated and largely disciplined manner; and enable students to interact and perform all learning tasks interactively (Zydney, et al, 2019;Alshorman and Bawaneh, 2018). Through Content Management Systems (CMS), various educational resources can be arranged and organized in a way that can help the university faculty and the learner achieve distinctive educational goals (Alshorman and Bawaneh, 2018).…”

A transition towards digital home visits in social care and home health care during the corona pandemic

“…Several researchers, such as Bjørn, Esbensen (15), Olson and Olson (21), emphasize the instability in the technology itself as the most evident challenge. Instability in technology creates disturbances and one way of avoiding unnecessary disturbances is to follow the advice of Zydney, McKimmy (22) and keep technology simple, but also clarify the technological requirements (13). Even though technology is kept simple, disturbances might still occur like problems with the audio (2,12,13,16), different forms of lag (5), computer freezes (2), slow internet connection (13), slow up-date (2), fragmentation or delays in screen sharing (16), loss of access to online spaces (11), etc.…”

“…Disturbances might be due to the technology as such, but might also be due to a lack of knowledge of how to manage the technology (6,17). Thus, it is necessary to plan for support (2,21,22). Because even if the case is that all involved might be skilled users of technology, issues might arise that the users cannot solve on their own.…”