2017
DOI: 10.24059/olj.v21i4.1276
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Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated Communication

Abstract: Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. However, challenges to successfully implementing blended instruction are that social presence, or students' ability to project their personal characteristics into the learning space, is reduced with potential negative effects on student engagement, persistence, and academic achievement.… Show more

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Cited by 63 publications
(45 citation statements)
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“…This strategy has the potential to enrich students' learning and make teaching and resource allocation more efficient but poses several challenges; one is that students' ability to establish social presence in synchronous hybrid learning strategies [10]. Social presence has proven to be very important for course satisfaction, students' involvement, community development inquiry and student learning outcomes [11].…”
Section: Hybrid Learningmentioning
confidence: 99%
“…This strategy has the potential to enrich students' learning and make teaching and resource allocation more efficient but poses several challenges; one is that students' ability to establish social presence in synchronous hybrid learning strategies [10]. Social presence has proven to be very important for course satisfaction, students' involvement, community development inquiry and student learning outcomes [11].…”
Section: Hybrid Learningmentioning
confidence: 99%
“…At the time of his op‐ed, universities such as the University of Central Florida already offered over 100 hybrid courses. Gleason and Greenhow () estimated that the number of hybrid courses increased by 30% annually from 2001 to 2011, which supports the growth and prevalence of hybrid courses.…”
Section: Background Literaturementioning
confidence: 86%
“…With respect to learning outcomes, existing literature suggested that a student enrolled in classes with a hybrid instructional orientation either perform the same as students in face‐to‐face formats (Bowen, Lack, Chingos, & Nygren, ) or can outperform (measured both through grades and course completion) those in strictly online, or strictly traditional courses (Doering & Veletsianos, ; McFarlin, ). While some argued that the hybrid structure makes it difficult to assess student progress and provide high quality interaction with the instructor (e.g., O'Mally & McCraw, ), others suggested that this depends on how the instructor facilitates “social presence” and the student's spatial and communal relationship to the physical academic space, which play a pivotal part in students' satisfaction with learning (Gleason & Greenhow, ).…”
Section: Background Literaturementioning
confidence: 99%
“…In an education scenario, such as a museum, being able to engage the users is a crucial factor. It is known that a higher level of engagement generates better learning outcomes (Ponitz et al, 2009 ), while engagement with a robot during a learning activity has also been shown to have a similar effect (Gleason and Greenhow, 2017 ). While there is evidence that the presence of a robot, particularly when novel, is sufficient in itself for higher engagement in educational STEM activities, e.g., Baxter et al, 2018 , the focus in the present work is on engagement between individuals and the robot within a direct (social) interaction, for which there is not a universally agreed definition (Glas and Pelachaud, 2015 ).…”
Section: Assessment Of Engagementmentioning
confidence: 99%