Short Description
Take a load off – instructor cognitive load that is! During a blended synchronous class, instructors must manage both face-to-face and online students, the technology for web-conferencing and teaching, and the content. What this means for instructors is an increased cognitive load during instruction. Find out how you can use the Blended Synchronous Learning Design Framework to reduce cognitive load when teaching in this setting and improve learning outcomes, student satisfaction, as well as instructor experience.
Abstract
In an effort to provide flexibility and meet the needs of more students, many universities are offering flexible attendance policies so that students can attend their classes face-to-face or online without making a formal commitment to one method or the other. During class, instructors must manage both face-to face and online students, the technology for web-conferencing, and the content. What this means for instructors is a heavily increased cognitive load during instruction. This can lead to any number of problems. When these sessions are not managed well, it can result in low student satisfaction, less than desirable learning outcomes, and instructor frustration. Thankfully, there is an answer – the Blended Synchronous Learning Design Framework (Bower et al. 2015). This framework can be used to develop instructor training for blended synchronous course design and classroom management, which can result in reduced cognitive load for instructors and a better learning experience for students.
Content
Collective Case Study
Seven cases of blended synchronous learning were observed as part of a cross-case analysis performed to gain better understanding of this type of learning environment. Viewpoints of students, instructors, and researchers involved in these cases were taken before, during, and after instruction. Noted was the extra heavy cognitive load carried by instructors as they try to manage the two groups of students in separate locations, all of the technology, and the content. Also noted were better sense of community, flexibility, and active learning with blended synchronous learning. After analyzing and synthesizing the data, researchers created the the Blended Synchronous Learning Design Framework. Much attention was given to keeping the Framework neutral and objective, so it would be applicable to more learning environments (Bower et al. 2015).
Framework
The Framework is divided into three sections including Presage (Design), Process (Implementation), and Product (Outcomes). Pedagogical, technological, and logistics/setup tips are provided in each of these sections of the Framework (Bower et al. 2015). The listing of tips, suggestions, and practices noted in the Framework are the focal point of the presentation with the goal of providing actionable items for educators to put into practice to begin improving their blended synchronous teaching experience right away. The items in the framework taken separately seem overly simple and like common sense-like, however all together they provide a well-designed, well-prepared learning environment and experience for students.
Training for instructors who are teaching in this setting is crucial. Many instructors do not receive any training before their first blended synchronous session. There is a lot that can go wrong. The Framework could easily be used by faculty developers to develop training and job aids for instructors who teach in this setting. Use of these tips and suggestions in the Blended Synchronous Learning Design Framework should help to reduce the heavy cognitive load experienced by instructors in this setting. In addition, the Framework lays a strong foundation for successful management in these learning environments which should yield better learning outcomes and higher student satisfaction (Bower et al. 2015).
Since blended learning is a preferable mode of learning for today’s students, issues related to this topic are important to address (Bower et al. 2015). It is an area sure to see continued growth, so training instructors in best practices for blended synchronous teaching and learning will be time well spent.
Audience
Though the intended audience of this presentation is higher education instructors who teach blended synchronous sessions in their courses, the information would also be beneficial to leaders in online education administration, program directors, instructional designers, faculty developers, workplace trainers, instructors of face-to-face or online courses, and instructors in grades K-12. In addition, technicians who assist with technology in these settings would benefit from the session. With so many variations on the blended learning continuum, these practices are beneficial for all educators who are now teaching in this setting or who may teach in this setting in the future.
Presentation
The presentation will be Pecha Kucha style, a very short, image-heavy and fast paced slide presentation which briefly highlights the need for the blended synchronous framework, it’s background, and tips and suggestions provided as best practices for blended synchronous learning which are outlined in the Blended Learning Synchronous Learning Design Framework. Rather than the typical live performance, the presentation will be a screencast video recording. The presentation will last six minutes and forty seconds.
Objectives
Describe the blended synchronous learning environment and explain the need for instructor training for those who teach in this environment.
Describe design and implementation best practices for blended synchronous learning environments.
Describe the outcomes that may result from applying the BSLE Framework.
References
Bower, M.. Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and
implementation factors in blended synchronous learning environments: Outcomes from a
cross-case analysis. Computers & Education, 86, 1-17.
Catalyst 