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Design and implementation of blended synchronous learning: The instructor's perspective
Other titles
Design for blended synchronous learning: The instructor's perspective [Published title]
Citation
Wang, Q. (2021). Design for blended synchronous learning: The instructor's perspective. International Journal of Continuing Engineering Education and Life Long Learning, 31(3), 347-359. https://doi.org/10.1504/IJCEELL.2021.116007
Abstract
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.
Publisher
Inderscience
Journal
International Journal of Continuing Engineering Education and Life-Long Learning
DOI
10.1504/IJCEELL.2021.116007