Students’ experience of synchronous learning in distributed environments

Stewart, Anissa R.; Harlow, Danielle B.; DeBacco, Kim

doi:10.1080/01587919.2011.610289

Cited by 84 publications

(76 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, it enables online students to observe classroom students and the instructor and socially interact with them via two-way video conferencing, and therefore social presence is created. In addition, both classroom and online students can construct knowledge by being engaged in instructional activities and sustained communication, and more perspectives can be shared (Cunningham, 2014;Stewart, Harlow, & DeBacco, 2011). As a result, cognitive presence can be easily promoted.…”

Section: Benefitsmentioning

confidence: 99%

“…A teacher can easily set up a BSLE even without financial support (Wang & Wiesemes, 2012). Also, the BSLE can offer much flexibility and convenience to students, who have a choice to attend a lesson in the classroom or online (Stewart, Harlow, & DeBacco, 2011). In addition, blended synchronous learning also provides an alternative way to ensure the continuity of instruction when a pandemic occurs (White et al, 2010).…”

Section: Benefitsmentioning

confidence: 99%

See 1 more Smart Citation

Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

Wang

Quek

2017

IRRODL

View full text Add to dashboard Cite

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.

show abstract

Section: Benefitsmentioning

confidence: 99%

Section: Benefitsmentioning

confidence: 99%

Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

Wang

Quek

2017

IRRODL

View full text Add to dashboard Cite

show abstract

“…Telepresence is becoming increasingly common in distributed medical education (Snadden & Bates, 2005) and was the focus of our research. One of the benefits of telepresence is that it allows for immediate interaction between those in various locations (Offir & Lev, 1999), facilitating a "social presence" which is an important consideration in any distance learning approach (Cleveland-Innes & Campbell, 2012;Cleveland-Innes & Garisson, 2011;Rourke et al, 2001;Stewart et al, 2011). However, a significant investment in the form of technologies, fast …”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Distributed learning is growing as an approach to distance learning (Gray et al, 2014;Kondro, 2006;Snadden et al, 2011;Stewart et al, 2011). Distance learning includes four commonly agreed-on components.…”

Section: Introductionmentioning

confidence: 99%

The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers

MacLeod

Kits

Mann

et al. 2016

Adv in Health Sci Educ

View full text Add to dashboard Cite

Publisher's copyright statement:The nal publication is available at Springer via https://doi.org/10.1007/s10459-016-9695-4Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the context significantly, not only for learners, but also for other important members of the educational community including: audiovisual professionals, administrative professionals and faculty teachers. Based on a three-year ethnographic study, we provide a detailed account of how alliances between various workers involved in DME develop to produce and deliver an undergraduate medical curriculum across geographically separate campuses. We explore the question 'What is the work involved in the delivery of a DME program?' and cast a critical gaze on the essential but invisible, and therefore unrecognized and underappreciated, contributions of AV professionals, administrative professionals, and faculty teachers. Our goal is to make visible the complexity of DME, including the essential contributions of these workers. The study was theoretically framed in sociomateriality and conceptually framed in Star and Strauss' notion of articulation work.

show abstract

“…Classroom instruction has unique features such as rich social cues, immediate feedback and socialisation, which often result in students' clear preference for face-to-face (F2F) interactions whenever conditions allow (Altiner, 2015;Stewart, Harlow, & DeBacco, 2011). Despite this, students are not always able to enjoy such opportunities, for instance, at times of major events like a worldwide pandemic or a catastrophe that causes schools to shut down and classes to cease functioning (White, Ramirez, Smith, & Plonowski, 2010).…”

Section: Introductionmentioning

confidence: 99%

Students’ perspectives on the design and implementation of a blended synchronous learning environment

Wang

Huang²,

Quek³

2017

AJET

View full text Add to dashboard Cite

This study investigated a blended synchronous learning environment (BSLE), which was designed for a group of master's students taking a course at a teacher education institute. The BSLE was created for the majority of the students to attend the course face-to-face and at the same time allowed the rest to join the identical sessions using videoconferencing from different locations. The purpose of the study was to find out what learning experiences and perceptions the students had with regard to the design and implementation of the BSLE. Results show that the BSLE could extend certain features of the face-to-face classroom instruction to the online students and the students liked the flexibility and convenience of attending lessons via the twoway videoconferencing at remote sites. This study further identified that smooth communication between online students and the instructor and between the online students and classroom students, the engagement of the online students and the redesign of certain instructional activities, balanced attention from the instructor to the classroom students as well as the online students and the quality of the audio were crucial for the environment to be effective.

show abstract

Students’ experience of synchronous learning in distributed environments

Cited by 84 publications

References 17 publications

Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers

Students’ perspectives on the design and implementation of a blended synchronous learning environment

Contact Info

Product

Resources

About