Smart Groups: A Tool for Group Orchestration in Synchronous Hybrid Learning Environments

Martín, Adrián Carruana; Alario-Hoyos, Carlos; Kloos, Carlos Delgado

doi:10.1007/978-3-030-86436-1_40

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…Most internet service providers for higher education institutions gave free access to university web servers during COVID-19, which was crucial (Coman et al 2020). Some teaching and learning research studies demonstrate that they can assist teachers in making the transition from traditional to online instruction (Carruana Martín et al 2021). More faculty receive institutional support for online learning in terms of internet access and methodological training in online teaching at higher education institutions (Agormedah et al 2020).…”

Section: Course Delivery Practices During Covid-19 Pandemicmentioning

confidence: 99%

The Effects of Online and Hybrid Teaching Practices on the Academic Performance of Engineering Students in Higher Education Institutions

Proceedings of the International Conference on Industrial Engineering and Operations Management

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In the current study, the researcher has analyzed the impacts of online and hybrid teaching practices on the academic performance of students in higher education institutions. The research provides a significant review of literature of the relevant past studies, in order to significantly cover the topic and also find out shortcomings and gaps in the previous research and studies. In this research, the researcher has implemented quantitative research method, deductive research approach, and positivist research philosophy resulting in detailed review of literature, hypotheses formulation, collection of primary data through survey and then quantitative analysis of that data with the help of the application of the tool SPSS and the correlation, regression, and ANOVA techniques. The impact of appropriate and comfortable places, extent of ease, online learning, online mode of course delivery, online classes attendance, reliance on the recorded sessions, enhanced concentration for the recorded lectures and recordings of the sessions for both hybrid and online courses on the academic performance of the students is significant. Furthermore, the impact of attending the classes along with watching the recordings has been found to be significant whereas, only watching the recording sessions has been found to be insignificant for impacting the academic performance of the students. The impact of only watching the recording sessions and problematic factors has been found to be insignificant for impacting the performance of the students.

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Section: Course Delivery Practices During Covid-19 Pandemicmentioning

confidence: 99%

The Effects of Online and Hybrid Teaching Practices on the Academic Performance of Engineering Students in Higher Education Institutions

Proceedings of the International Conference on Industrial Engineering and Operations Management

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Impact of digital interventions on the development of TPACK: Interviews, reports, and video simulation among pre-service teachers

Abouelenein,

Selim

2024

Educ Inf Technol

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Student and teacher impact on the use of telepresence classrooms

Martín,

Alario-Hoyos,

Moreno-Marcos

et al. 2024

Educ Inf Technol

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Hybrid learning environments saw significant growth due to the COVID-19 pandemic but persist beyond it, one example is the telepresence classroom. This classroom allows the connection of two classrooms in distance locations into a singular one. The technology in a telepresence classroom includes a camera, multiple projectors, microphones, and speakers to emulate a single learning space despite the distance, potentially overcoming some of the challenges presented by hybrid settings. However, the telepresence classroom presents technological and logistical complexities for the teachers. Thus, it is essential to understand the impact on the teacher agency, as well as on the workload of both students and teachers. Therefore, two collaborative learning sessions were conducted, utilising the collaborative learning flow pattern (jigsaw) in the telepresence classroom. From these experiments, the teacher and students workload was measured using the NASA-TXL questionnaire and supplemented with the Epistemic Network Analysis model to pinpoint key actions impacting the workload. The teacher agency was also assessed with another questionnaire. Finally, an interview was conducted with the teacher to gather more insights regarding the workload and agency. Results revealed a teacher workload score of 65.33 and 67.33, while student averages stood at 49.03 and 58.65 on a 0-100 scale. The data collected also served to identify potential factors influencing the workload, such as available time or the need for increased effort. Potential factors affecting teacher agency, such as decision-making challenges and tool limitations, were also identified.

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Smart Groups: A Tool for Group Orchestration in Synchronous Hybrid Learning Environments

Cited by 3 publications

References 3 publications

The Effects of Online and Hybrid Teaching Practices on the Academic Performance of Engineering Students in Higher Education Institutions

The Effects of Online and Hybrid Teaching Practices on the Academic Performance of Engineering Students in Higher Education Institutions

Impact of digital interventions on the development of TPACK: Interviews, reports, and video simulation among pre-service teachers

Student and teacher impact on the use of telepresence classrooms

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