Blending Synchronous Face-to-Face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar

Autor/inn/en	Roseth, Cary; Akcaoglu, Mete; Zellner, Andrea
Titel	Blending Synchronous Face-to-Face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 57 (2013) 3, S.54-59 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-013-0663-z
Schlagwörter	Electronic Learning; Distance Education; Videoconferencing; Blended Learning; Computer Assisted Instruction; Web Based Instruction; Computer Mediated Communication; Synchronous Communication; Virtual Classrooms; Cooperative Learning; Doctoral Programs; Seminars; Small Group Instruction; Conventional Instruction; Learning Activities; Interaction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Web Based Training; Computerkonferenz; Kooperatives Lernen; Doktorandenprogramm; Seminar; Lernaktivität; Interaktion
Abstract	Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer-mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10