Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium

Kear, Karen; Chetwynd, Frances; Williams, Judith; Donelan, Helen

doi:10.1016/j.compedu.2011.10.015

Cited by 95 publications

(103 citation statements)

References 18 publications

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“…Campbell et al (2008) also reported that student attainment can be at least as successful through online discussions as through face-to-face seminars. Kear et al (2012) reported that students and tutors reacted positively to the opportunities web conferencing provides for interactive learning and teaching. Andres and Shipps (2010) suggested that face-to-face meetings may still be preferable if there are no reasons to use online options.…”

Section: Seven-step Approachmentioning

confidence: 99%

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To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

2016

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Introduction: Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. Methods: The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. Results: All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. Conclusion: PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

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Section: Seven-step Approachmentioning

confidence: 99%

“…Kear et al (2012) also reported that tutors had to deal with multiple tasks online and technical obstacles in response to students' emerging needs. It seems, therefore, advisable to use experienced tutors and instant technical support during sessions.…”

Section: Role Of Tutormentioning

confidence: 99%

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

2016

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“…But simply making learning resources available online and letting students learn on their own may not work well as learning asynchronously has certain limitations such as the lack of social presence (Han, 2013), delayed feedback (Karal, Çebi, & Turgut, 2011), low participation (Cunningham, 2014), being impersonal (Kear, Chetwynd, Williams, & Donelan, 2015), and low motivation and participation (Hastie, Hung, Chen, & Kinshuk, 2010). One potential way to address the limitations is to incorporate synchronicity into the learning process.…”

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confidence: 99%

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

Wang

Quek

2017

IRRODL

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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.

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“…Así, Kear et al (2012) mencionan que en el desarrollo de tutoriales sincronizados basados en la Web para foros de discusión, uno de los problemas a que se enfrentan los tutores en el uso de múltiples canales de comunicación, es precisamente la sobrecarga cognitiva. La amplia gama de herramientas que se ofrece en los ambientes de conferencia difundidas por la Web, se agrega a la experiencia de aprendizaje, pero para los docentes, hacerle frente a las múltiples y paralelas exigencias de los estudiantes, resulta todo un reto.…”

Section: Barreras En La Implementación De La Educación a Distanciaunclassified

Implementación de la Educación a Distancia a partir de un Programa Presencial de Ingeniería en Ciencia y Tecnología de Alimentos: Revisión de Literatura

Flores

2016

REDU

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ResumenLa implementación de la educación a distancia a partir de la modalidad presencial, ha tenido un gran auge en los países en desarrollo debido a los beneficios que tiene, logrando una mayor cobertura de matrícula estudiantil que con la modalidad tradicional, no es posible alcanzar. El presente artículo proporciona un estudio del estado del arte, que revisa cuáles son los factores que intervienen para llevar a cabo la transición de la educación presencial a la modalidad en línea, y que sirve como un marco de referencia para aplicarlo en diferentes programas de educación superior que están en el proceso de cambio de la Implementation of Distance Education from Face to Face Education of an Engineering Program in Science and Food Technology: A Literature ReviewCorona Flores, J.D.Universidad Autónoma Agraria Antonio Narro (Mexico) AbstractThe implementation of distance education from the face to face modality, has boomed in developing countries because of the benefits it has, achieving greater student enrollment coverage than traditional mode, you cannot achieve. This article provides a study of the state of the art, which considers the factors involved in carrying out the transition from the classroom to the online mode education are, and can be considered as a framework to implement it in different higher educational programs that are in the process of changing the face to face education to the online mode. It

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Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium

Cited by 95 publications

References 18 publications

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

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

Implementación de la Educación a Distancia a partir de un Programa Presencial de Ingeniería en Ciencia y Tecnología de Alimentos: Revisión de Literatura

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