Now showing 1 - 4 of 4
  • Publication
    Open Access
    Designing and improving a blended synchronous learning environment: An educational design research
    (Athabasca University Press, 2017) ; ;
    Hu, Xiaoyong
    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.
    Scopus© Citations 71  349  577
  • Publication
    Open Access
    Design and implementation of blended synchronous learning: The instructor's perspective
    (Inderscience, 2021)
    Blended synchronous learning (BSL) has the potential to combine the advantages of classroom instruction and online learning. In this study, BSL was designed and implemented from the pedagogical, social, technical, and managerial aspects. This paper presents how BSL was prepared and designed before a lesson, implemented during the lesson, and improved after the lesson from the instructor's perspective. The results showed that the instructor needed to adjust certain learning activities before a lesson. He was often cognitively overloaded and having difficulties in monitoring the participation and engagement of the online students during the lesson. The design and implementation of BSL was gradually improved through reflections after the lesson. Implications for teachers who intend to apply this approach are discussed.
    Scopus© Citations 2  109  133
  • Publication
    Open Access
    Engaging online students in blended synchronous learning: An exploratory study
    (The International Academic Forum, 2024)
    Blended synchronous learning (BSL) is an instructional approach that enables online students to participate in classroom activities from geographically separated sites using video conferencing technologies. Despite its educational benefits, maintaining and increasing the engagement of online students is challenging. In this study, some strategies were adopted in two classes (N=22 & 23) to investigate how online students could be effectively engaged and their perceptions of the strategies applied. Surveys and focus group discussions were administered. Results showed that leading group discussions was helpful for online students to be engaged. However, it had challenges for online students as they did not know who was talking and not every member could be observed in the video. Having a teaching assistant (TA) was highly rated. It enabled the instructor to pay close attention to the questions posted to the chat box promptly and helped online students know what was happening in class when the connection was unstable. Giving peer feedback was another useful strategy. However, it only worked when everyone was familiar with the assignment topics of others. Using an interactive tool like Pear Deck did not noticeably increase student engagement. It seemed the design of learning content and activities was more important than the tool itself. In addition, the students commonly indicated that they were highly engaged, and they did not think that their engagement level was lower when they were online. This finding was inconsistent with existing literature, which requires further investigation in the future. Implications for practitioners and researchers are discussed.
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  • Publication
    Open Access
    Engaging learners in synchronous online learning
    (Springer Nature, 2022) ; ;
    Engagement is positively correlated with many educational outcomes. However, engaging learners in online learning is often challenging. In this study, a conceptual framework comprising five interrelated factors (instructors, learners, content, technology, and environments) was proposed. The purpose of the study was to explore how learners could be engaged by following the conceptual framework in synchronous online learning. Fifty-five adult learners took part in the study. Specific strategies were applied in four classes. A survey with 38 five-point Likert scale items and an open-ended question was administered. Quantitative and qualitative data were collected and analysed. Results showed that instructors, learners, and content were the core factors affecting learners’ engagement. Comparatively, the learners’ engagement was less affected by the factors of technology and environments. Results further showed that useful strategies to engage learners included providing opportunities for instructors and peers to interact frequently; having relevant content that could apply to practice; involving interactive activities like group discussions and peer feedback; and having informal conversations with individual learners. This study suggests that future studies can investigate facilitating synchronous online discussions, establishing social connectedness, and using technology to monitor learners’ engagement automatically.
    WOS© Citations 3Scopus© Citations 9  90  144