Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong

Li, Xiuhan; Yang, Yuqin; Chu, Samuel Kai Wah; Zainuddin, Zamzami; Zhang, Yin

doi:10.1080/02188791.2020.1766417

Cited by 82 publications

(74 citation statements)

References 29 publications

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“…According to the learning satisfaction survey concerning lesson preparation, students gave the most positive response for having a better understanding of the Shubailan concepts through watching preassigned instructional videos during lesson preparation (M = 3.30, SD = 0.85), indicating that they were satisfied with the information quality such as demonstrations and knowledge delivery in the recorded videos. This is consistent with other studies, poor media quality has a negative effect on students' use of online learning tools and platforms (Li et al, 2020). One student with middle music creation level said that, "In the traditional classroom, I listened to teacher's instruction most of the time, sang songs and played/ performed recorders together.…”

Section: Quantitative Resultssupporting

confidence: 87%

“…A teaching assistant reported that the students enjoyed watching the recorded videos instead of asking her about the teaching content in the smallgroup discussion forum. This online flipped classroom approach tended to encourage students with strong self-initiative (Li et al, 2020). However, in this study, students seem to actively prepare their lessons with the preassigned instructional videos.…”

Section: Qualitative Resultsmentioning

confidence: 79%

“…The questionnaire comprised eight questions to measure students' view (e.g., "I have a more flexible learning mode that I can learn at my own pace as the videos are available at all times online."). These items were adapted from course satisfaction and motivational surveys based on the benefits of online learning (e.g., Ng & Chu, 2021b;Li et al, 2020). The factors were hypothesized to facilitate students' learning and attitudes towards music online learning (e.g., flexibility, perceived ability, interest).…”

Section: Methodsmentioning

confidence: 99%

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Engaging students in creative music making with musical instrument application in an online flipped classroom

Chu

2021

Educ Inf Technol

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In K-12 schools, classes are forced to transform online due to the class suspension amid the COVID-19 pandemic. Educators began to design alternative ways to conduct some meaningful learning activities for their students. However, not all subject disciplines could be easily transformed online, especially for those requiring much social interaction and creation processes. In this article, we explore the learning processes through learning Shubailan, a form of music folk-talk-singing, with a mobile instrument application called muyu in an online flipped classroom among 122 secondary school students in Hong Kong. The opportunities can encourage students to learn music theories and instruments about Shubailan, and create a Shubailan piece through 6-lesson music learning. To gain more online face-to-face time for collaboration, flipping the online classroom is adopted in this study to engage students in lesson preparations via preassigned recorded videos and collaborative activities during face-to-face online lessons. In this study, a mixed research method was employed with the use of a learning satisfaction survey, teachers' observations and semi-structured interviews. We found that this strategy could effectively motivate students to learn music and improve their music knowledge in Shubailan. This article presents evidence of implementing the online flipped classroom approach to enhance students' satisfaction and knowledge acquisition throughout Shubailan music making processes, and offers recommendations for online music educators. Results provide a set of innovative pedagogical approaches to teach music in an online alternative mode during the difficult times.

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Section: Quantitative Resultssupporting

confidence: 87%

Section: Qualitative Resultsmentioning

confidence: 79%

Section: Methodsmentioning

confidence: 99%

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Engaging students in creative music making with musical instrument application in an online flipped classroom

Chu

2021

Educ Inf Technol

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“…Moreover taking into account that SHL equipment such as 360° conferencing cameras, omnidirectional microphones, speakerphones and so on, are currently purchased also in many enterprises, the movement towards SHL in higher education seems to be a part of a general tendency towards an innovative way to guarantee synchronous communication in times of social distancing. Li et al (2020) report previous challenges in SHL sessions "such as poor engagement and support, leading to low learning efficiency" (p. 2), and the systematic review from Raes et al (2019) lists, e.g. more coordination, additional operations with the technical platform, and technical challenges with audio and video components as trainer challenges.…”

Section: Shl Guidelines Opportunities and Trainer's Challenges In Timentioning

confidence: 99%

Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines

Priess-Buchheit

2020

Int J Innov Educ Res

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Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distancing. This article outlines the benefits, trainer's challenges, and guidelines that can be ascribed to SHL under the circumstances of the current pandemic. The results show that SHL strengthens communication and supports learning. On the one hand, SHL is an innovative, inclusive format, which supports social competencies, multiple perspectives, dynamic interactions, and immediate student-student as well as trainer-student feedback. On the other hand, SHL relies on students' equipment and depends on student as well as trainer adaption and reliable technology. Nevertheless, this report shows that SHL is a promising format, which can close one part of the digital divide between students. Future SHL endeavours should thus be carefully prepared and supported by the hosting HEI. Specifically, trainers and students should be trained on how to use the required technology, and trainers should learn about the pedagogical benefits and implementations of SHL by using protocols and chat trackers.

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“…Despite these constraints, many types of blended learning have emerged in the past few years, such as the rotational model (Wilkes et al, 2020), flexible model (Li et al, 2020), selective model (Uzir et al, 2020), and improved virtual model (Fleischmann, 2020). However, the most common is the rotational model, with its four sub-models.…”

Section: Introductionmentioning

confidence: 99%

Blended and Flipped Learning: Entrepreneurial Teaching Strategies for Acquiring Creative Thinking Skills

Tabieh

Hileh

Al-Shakea³

2020

oaihssr

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Purpose of the study: This study investigated the effect of blended learning and flipped learning strategies on acquiring creative thinking skills at its three levels: fluency, flexibility, and originality by tenth graders in science compared to the traditional method. Methodology: Quasi-experimental method was used. The study was applied to 54 tenth-grade students from a private school who were divided into 3 sections, one of which was control while the other two were experimental. One of the experimental sections studied using the learning through real-world problems method of blended learning (Real World hereafter) while the other used flipped learning's 3D virtual worlds method. Creative thinking was measured by an immediate achievement test, which consisted of thirty questions designed to measure the three creative thinking skills. Moreover, the validity and reliability of the test were verified. Main Findings: The findings yielded significant differences in favor of the experimental groups whose scores mean was noticeably higher. Furthermore, the experimental group that studied using flipped learning demonstrated better performance than that which studied using blended learning. Applications of this study: this research will help to establishment of educational institutions specialized in designing and producing educational 3D virtual activities, such as 3D videos. Such activities need to be suitable for the Arabic educational background and in keeping with its culture and values. Novelty/Originality of this study: The study reviews two learning strategies that allow educational institutions to break free from classroom restrictions and examines the extent of their ability to develop students' creative thinking. Currently, the need for these strategies has been increased by educational institutions, especially after COVID-19.

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Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong

Cited by 82 publications

References 29 publications

Engaging students in creative music making with musical instrument application in an online flipped classroom

Engaging students in creative music making with musical instrument application in an online flipped classroom

Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines

Blended and Flipped Learning: Entrepreneurial Teaching Strategies for Acquiring Creative Thinking Skills

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