Blended synchronous learning environment: Student perspectives

Conklina, Sheri; Oyarzun, Beth; Barreto, Daisyane

doi:10.1515/rem-2017-0004

Cited by 12 publications

(19 citation statements)

References 7 publications

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“…While there were no significant statistical differences between Group 1 and Group 2, students' comments point to interesting advantages and limitations in their perception of the social presence. Several research results support the findings of this research on the social presence; for instance, Conklina et al (2017) claim that some F2F students can feel neglected when the teacher spends more time dealing with at-a-distance participants and technical issues. Other comments confirm that unclear social cues through the technological lens made it harder to interpret body language and facial expressions, which lead them to feel weaker emotional, and thus social, presence (Cunningham, 2014).…”

Section: Social Presencesupporting

confidence: 77%

“…Moreover, Cunningham (2014) and Wang et al (2017) point out that less visible body language and facial expressions through a screen can lead to misinterpretation of what participants mean, including social cues. Wang et al (2017) and Conklina, Oyarzun, and Barreto (2017) note that the type of technology used can either foster or hinder emotional presence, which is said to increase the social presence among participants. In line with the theoretical stance of social constructivism, meaningful peer interaction and social presence lead to significant learning outcomes (Szeto & Cheng, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Différences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte

Lafortune

Lakhal

2020

CJLT

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As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la Gaspésie et des Îles over the winter 2017 semester. Using the Community of Inquiry framework and questionnaire elaborated by Garrison et al. (2000) and later revised by Shea and Bidjerano (2010), face-to-face (n=20) and at-a-distance (n=25) students’ perceptions of the four Community of Inquiry presences (teaching, social, cognitive and learner) were measured and compared. Results of the overall presences comparison reveal that face-to-face participants perceived a stronger teaching presence than students attending from a satellite site, while the distinctive elements of each presence reveal significant difference between students’ perceptions of the teaching, cognitive and learner presences. Additionally, students’ comments provide rich qualitative data that explain the quantitative results obtained.

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Section: Social Presencesupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Différences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte

Lafortune

Lakhal

2020

CJLT

View full text Add to dashboard Cite

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“…A program and course are structured to enhance positive interaction between student, teacher and peers; however some problems do occur during online learning (Dabbagh, Fake, & Zhang, 2019). Student satisfaction affected by instructor's interaction within online or face to face sessions (Conklina, Oyarzun, & Barreto, 2017). According to Lowe & Mestel (2016), online tutorial provide convenience platform to the student yet face to face session is better to practice.…”

Section: Introductionmentioning

confidence: 99%

“…Students also need additional arrangement and materials in order to facilitate them to understand thus score subjects (Said & Syarif, 2016). A study conducted by Conklina et al (2017) observed the environment and interaction between student and instructor were rated low during online learning. Lowe & Mestel (2016) also reported interaction between student and teacher are low for online tutorial learning.…”

Section: Introductionmentioning

confidence: 99%

“…Lowe & Mestel (2016) also reported interaction between student and teacher are low for online tutorial learning. The interaction among student also becomes less productive due to technological barriers Conklina et al (2017). As a result, students would rather choose blended learning environment although they prefer to have flexibility to learn and study that meets their needs.…”

Section: Introductionmentioning

confidence: 99%

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Perception and Intention to use E-learning from Students’ Point of View- An Evidence from Malaysia Local University

Mad

Omar

Sarudin

et al. 2020

JCRINN

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Education landscape has changed dramatically due to Covid19 pandemic as in many country, conventional or face-to-face teaching and learning is no longer an option to avoid the spread of a virus. E-learning become one of the best alternative to ensure education process could continue because experts believe world could only recover from this crisis in another two years. This paper will delve into students’ perspective about e-learning and their willingness to use e-learning. Technology Acceptance Model (TAM) was used to outlined this study. Majority of the student have an idea about what is e-learning. They also agree that e-learning able to accomplished learning and assessment proses as well as enable the interaction among students and student with instructor. Result also indicate, majority of the students have positive opinion towards e-learning nevertheless they prefer e-learning to be embedded in their education process (hybrid learning) as they are still prefer to have some level of face-to-face learning. However, this result cannot be used to generalize the opinion of all university’s’ student as diploma student tend to feel more comfortable to have face-to-face interaction with lecturer because they are in the transition period from school to university.

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Engaging learners in synchronous online learning

2022

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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.

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Blended synchronous learning environment: Student perspectives

Abstract: Abstract

Cited by 12 publications

References 7 publications

Différences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte

Différences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte

Perception and Intention to use E-learning from Students’ Point of View- An Evidence from Malaysia Local University

Engaging learners in synchronous online learning

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