Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities

Autor/inn/en	Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.
Titel	Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 3, S.261-272 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Educational Technology; Teaching Methods; Blended Learning; Synchronous Communication; Distance Education; Cooperative Learning; Technology Uses in Education; Videoconferencing; Computer Mediated Communication; Computer Simulation; Interviews; Focus Groups; Observation; Evaluation Methods; Problem Solving; Lecture Method; Discussion (Teaching Technique); Teacher Education; Surveys; College Faculty; College Students; Attitude Measures; Case Studies; Australia; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Computergrafik; Computersimulation; Interviewing; Interviewtechnik; Beobachtung; Problemlösen; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Fakultät; Collegestudent; Case study; Fallstudie; Case Study; Australien; Neuseeland
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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10