Many educators give a learning styles inventory to their students each year to discover if they are auditory, kinesthetic, or visual learners. For several years, I did too. It was one of many assessments that I gave each fall to learn more about my students. Fast forward several years and learning styles are considered a neuromyth.
What are neuromyths? Betts et al. (2019) define neuromyths as “false beliefs, often associated with education and learning, that stem from misconceptions or misunderstandings about brain function (p. 5). Some of these myths include left brain and right brain learners, learning styles, that we only use 10% of our brains, multi-tasking, and many more. As advancements are made in psychology, neuroscience, and learning sciences, many of these neuromyths are being exposed or debunked. However, some of them are so pervasive that they can be difficult to dispel.
Instructors, instructional designers, and administrators in higher education recently participated in a study about neuromyths and evidence-based practices. The participants were surveyed about awareness of neuromyths, awareness of evidence-based learning, and professional development in brain learning. Though many working in higher education are aware of neuromyths and are aware of evidence-based learning, some are not (Betts et al., 2019). The results of the study are published in the following report. International Report: Neuromyths and Evidence-Based Practices in Higher Education.
As educators, it’s our responsibility to stay informed about how the brain works, use evidence-based practices in our teaching, and help to dispel these myths (Betts et al., 2019). As I was thinking about this topic, I ran across the first part of an article by Jay McTighe and Judy Willis called How the Brain Learns Best. When students aren’t responding to our teaching, it might not be for the reasons that we think. Check out their article to find out what some of those reasons might be.
As we continue to develop our understanding of how the brain works, we can adjust our methods to experience better results. For some practical tips to make learning stick, see this July 2015 Cult of Pedagogy blog post by Jennifer Gonzalez called “Make It Stick: The Science of Successful Learning.” The post includes an audio interview with Peter C. Brown, an author of a book by the same name. In addition to the interview, the post includes several practical suggestions for use in the classroom and to share with students. Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P., Anderson, A., Borja, C., Galoyan, T., Delaney, B., Eigenauer, J., & Dekker, S. (2019). International report: Neuromyths and evidence-based practices in higher education. Online Learning Consortium: Newburyport, MA.
Every student has a voice, however, for any number of reasons some students find it easier than others to share their voice in a group setting or on the spot. Some students just need the opportunity to ponder their thoughts a bit before broadcasting them to the group. As a result, sometimes these students take a back seat in class discussions. How can we make discussions more accessible?
One solution is to use discussion boards to facilitate some online discussions in addition to regular classroom discussions. Discussion boards give everyone a chance to speak, and they give everyone the opportunity to be heard. With more time to prepare a response and with more students responding, this can yield a more thoughtful and powerful discussion.
Discussion boards can be used for simple conversations responding to a question, or students may be asked to post projects or scholarly writing that require feedback from peers. Video discussions are another possibility, with students creating videos and providing feedback to each other. Blackboard’s discussion board is easy to set up and easy for students to use. In addition, there are some free apps such as Flipgrid that are also nice for video discussion and can easily be embedded in Blackboard.
As we begin making plans for next fall, the first classroom activity that comes to mind is usually class introductions. Discussion boards provide time and space for everyone to share and to begin building a learning community. There are many ways to use discussion boards in our classrooms and online classes. For more discussion on discussion boards, read here.
Summer may be the perfect time to record some videos for your classes! With some planning, it’s possible to record videos for an entire course in just a couple days. Recently, one of JBU’s psychology professors spent a couple days in the JBU Light Board Studio doing just that.
The Light Board Studio features a glass markerboard framed in lights that make your annotations stand out. One of the most powerful benefits of the light board is that students can see the instructor eye-to-eye as they write on the board. PowerPoint can be incorporated in the videos, and a teleprompter is also available. The videos can be embedded or linked in Blackboard.
Instructional videos are often used in online courses, but they may also be used in the classroom – to co-teach with yourself. They are great for introductions, project overviews, and tutorials. They may be used to flip the classroom, providing content to students before they come to class. Brief topical videos are learning objects that can be used in multiple courses. Students appreciate videos for reviewing concepts or for catching up if they must miss class. Videos are also nice for extending learning by providing supplementary information on related topics.
In addition to the Light Board Studio, the One Button Studio is available for creating videos at JBU. PowerPoint, documents, and web pages may be incorporated into the videos. Black and grey backgrounds are available, as well as a whiteboard. Two microphones are available, so this space works well for conducting interviews. Below are some tips for recording in the studios.
Tips for Studio Recording
Plan your video content.
Plan your visuals and annotations.
Plan your commentary or write a script.
Keep text to a minimum on slides.
Try to keep videos short, chunking the content.
Try to make videos timeless, so they can be reused.
Consider the background when selecting clothing.
In addition to the two studios, VidGrid is available for desktop video creation. Faculty Focus has a nice list of 10 Tips for Creating Effective Instructional Videos that will help you make the most of your desktop instructional videos.
According to Bowles & McGinn (2005) and Eagly & Carli (2007), “Women do have somewhat less work experience and employment continuity than men, driven largely by the disproportionate responsibility women assume for child rearing and domestic duties.” (as cited by Northouse, 2016, p. 400). That was the case for me. Gender has affected my own career trajectory. After my first year of college, I got married. About the time I was to pay fees for my second year, I found out I was pregnant. I wanted to be a stay at home mom, so I didn’t go back to school. Eighteen months after my son was born, my second son was born. We lived about an hour from the closest university, and online classes weren’t widely available if available at all. I had planned on commuting, but I didn’t want to do that with small children at home. School wasn’t really an option for a long time.
We lived in a tourist town, and I managed some tourist lodgings from my home, and later I opened a bakery where I did mostly wedding cakes for about ten years. Then we moved closer to the colleges when my oldest son was about to graduate, and I was ready to do something else. I went back to school and got a job as a computer lab manager at an elementary school. Education is second career for me. At an age where many educators retire or are thinking about retirement, it’s far from my mind. I still have a lot to do! Where it will lead, I do not know yet.
I wouldn’t change what I did. I knew it was a sacrifice at the time, and one that I was willing to make. Although, occasionally I wonder about what I might have been able to achieve career-wise if I would have finished school, and then got married, and then had kids.
To close the gender gap in cases like mine, now we have online classes and degree programs available for stay at home moms or for those who live in remote areas without higher education institutions close by. Making sure that we teach our children and students the value of education, of consequences to our choices, and about setting goals will help close that gap, as well as knowledge of career opportunities. In her video on YouTube, Alice Eagley (2011) makes the point that many young women may not understand the effects of staying home, doing part time work, or dropping out of the work force temporarily. So once again, educating students, so they can make educated decisions is important in closing the gap.
Working in elementary education, my classes were all generally balanced except during my internship when my 4th grade class had 19 boys and nine girls. During my time in elementary school, I had six female principals and no males. All three superintendents that I’ve worked for were male. Although one larger district had some assistant superintendents who were female. All of the teachers were female except at one school, one male teacher, and at another couple schools the P.E. teachers were males, and at one other, the music teacher was male. The elementary school where I volunteer has quite a few male teachers and a male principal. It’s a 3rd and 4th grade school. I don’t know the numbers, but it would be interesting to find out.
At the university where I work, there are more men in leadership positions, but there are some women too. We have three deans that I can think of that are women, and a vice-president. The heads of most departments and programs are men. There are several women in IT, though not at the top of the ladder. There are quite a few women professors, but lots of men. I’m curious now to know the numbers.
[Big Think] (2011, June 27) “Alice Eagley: Is there still a “glass ceiling?” [Video File]. Retrieved from
Northouse, P. G. (2016). Leadership: Theory and practice. Thousand Oaks, CA: Sage publications.
Blended synchronous learning (Bower, Dalgarno, Kennedy, Lee, & Kenney, 2015; Hastie, Hung, Chen, & Kinshuk, 2010; Wang, Huang, & Quek, 2018) describes online courses with a face-to-face component, and where students may attend the synchronous sessions face-to-face or online through web conferencing. Many universities are offering blended synchronous learning as a flexible attendance option to better meet the needs of students (Bower et al., 2015; Cain, 2015), to improve university finances, address rising enrollment by reducing the needs for classroom space (Lakhal, Bateman, & Bedard, 2017; Romero-Hall & Vicentini, 2017), and provide real time interaction (Cain, 2015; Cunningham, 2014). Though there are many benefits to blended synchronous learning, there are challenges too. Instructors need specialized training and strategies to overcome the challenges. Effective blended synchronous strategies have been noted in several case studies. Application of these blended synchronous learning strategies for design and implementation of synchronous sessions may alleviate problems and lead to an improved blended synchronous learning experience and greater satisfaction for students and teachers (Bower et al., 2015).
Blended synchronous learning (Bower et al., 2015; Hastie et al., 2010; Wang et al., 2018) is one of several names for learning that occurs in online courses with a face-to-face component, and where students may attend regularly scheduled synchronous sessions face-to-face or online through web conferencing. Increasingly, many universities are offering this option for flexible attendance to meet the needs of students (Bower et al., 2015; Cain, 2015), improve university finances, save on classroom space (Lakhal et al., 2017; Romero-Hall & Vincentini, 2017), and to provide real time interaction (Cain, 2015; Cunningham, 2014). Though there are notable benefits to blended synchronous learning, there are significant challenges too. Instructors need strategies to conduct blended synchronous sessions successfully. The purpose behind this investigation of several blended synchronous case studies was to identify effective strategies to support instructors who teach in this environment. Through application of research-based design and implementation strategies for blended synchronous environments, instructors can overcome common challenges and provide students with well-managed blended synchronous learning experiences which in turn lead to increased student and teacher satisfaction (Bower et al., 2015).
What is Blended Synchronous Learning?
Blended synchronous learning is a method of instruction that can be defined in several ways, is known by a variety of terms, exists on a design continuum consisting of numerous modes, and can be considered a system of complexity.
Definition
Before examining the definition for blended synchronous learning, it would be helpful to define blended learning. Blended learning is an instructional strategy already known by many educators, and it is simply a combination of face-to-face and online teaching and learning, possibly with materials parlayed through a learning management system.
Though there is not a widely accepted definition for blended synchronous learning (Lakhal et al., 2017), there are several definitions that have been proposed by researchers. Bower et al. (2014) described blended synchronous learning “as a means of simultaneously engaging remote and face-to-face students in the same live experience using…rich-media real-time technologies” (p. 262). Yu and Qiyun (2017) define blended synchronous learning as “a learning approach by which students take part in the same activity and lessons at the same time, but at different sites…via web conferencing” (p. 147). In this investigation, blended synchronous learning is considered as the synchronous meeting of an online course where some students attend the session face-to-face, and other students attend the synchronous session online via web conferencing. As there are variations in definitions for blended synchronous learning, so there are varied terms for the method as well.
Other Terms
Blended synchronous learning is the chosen term for this investigation into the instructional method described above, however there are a variety of terms for which this method is also known. Other terms include synchronous multimodal (Howes, 2018), synchromodal (Cain, 2015; Cain, Bell, & Sawaya, 2014), hybrid synchronous, synchronous online, and synchronous hybrid (Romero-Hall & Vincentini, 2017). Irvine (2009, as cited by Lakhal et al.,
2017) mentions Hyflex mode and multi-access mode for when students have the option whether to attend the session online or face-to-face. With so many names to consider, it is easy to see why pertinent literature and strategies may be difficult to locate.
Continuum
A sort of continuum exists of various modes of instruction between fully online and traditional face-to-face. Blended synchronous learning falls on the continuum, with much of the course online, but with synchronous meetings held with a face-to-face or online option for the interaction. Hastie et al. (2010) introduced the Blended Synchronous Learning Model (BSLM) made up of “five elements: the cyber classroom, the physical classroom, the teacher, the student, and a number of classrooms or participants” (p.11). Various combinations of these elements make up nine possible options in BSLM model.
Today some schools or programs require local students to attend the synchronous sessions face-to-face, and distant students may attend online. Other schools or programs offer more flexibility, allowing students to choose how they will attend without making a formal commitment to attending any certain way. Many of the studies examined for this investigation used an instructional method that falls somewhere on this continuum, thus adding to the complexity.
Theoretical Foundations of Blended Synchronous Learning
Blended synchronous learning has roots in several learning theories and models. Foundational theories include constructivism and social learning theories. No matter their location, blended synchronous sessions provide live opportunities for social interaction between students and between students and the instructor. These interactions provide opportunities for learning and growth, immediate feedback, and a strengthened sense of community. Also, the Community of Inquiry Framework’s fluid notions of “cognitive presence, social presence, and teaching presence” are significant factors for blended learning (Wang, Han, & Yang, 2014, p. 381) and for blended synchronous learning (Wang, Quek, & Hu, 2017).
With so many variations of blended synchronous learning, between traditional face-to-face and online, blended synchronous learning is dynamic, changing, and therefore can be described as a complex system. Wang et al. (2014) suggests viewing blended learning though the lens of “complex adaptive systems,” This led to the development of “The Complex Adaptive Blended Learning System.” The decisions and interactions that occur in a complex system have lasting and far-reaching effects. As a complex system that is part of a larger complex system, consideration must be given to all contexts and all related entities when making decisions, interacting, problem-solving, and in carrying out instruction. Noted by Wang et al. (2014), reciprocal changes come about due to interactions in a complex system, so flexibility is important in this type of environment.
Furthermore, students’ perceptions of a blended synchronous course will certainly affect instructor evaluations, student learning and retention, the reputation of the program, and future enrollment. With such important factors hinging upon success in the blended synchronous learning environment, training for instructors is of utmost importance. Cain (2015) states, “a technologically and pedagogically complex learning environment would require an equally innovative approach to instructors’ technological and pedagogical support” (p. 21). Therefore, it makes sense to identify effective blended synchronous learning strategies that instructors can use to improve their craft.
Why Do Schools Choose Blended Synchronous Learning?
Though blended learning has been around for some time, blended synchronous learning is an emerging trend that learning institutions are beginning to adopt based on finances, enrollment, flexibility for students (Bower et al., 2015, Lakhal et al., 2017; Romero-Hall & Vincentini, 2017), and to improve the social experience of online learning (Cunningham, 2014). Drawing students from wider areas to attend class together online and with blended synchronous learning may mean less instructors are needed to handle enrollment. It is also a way to increase enrollment, since programs may attract students who were unable to attend using other methods of delivery. These factors can have a positive effect on a university’s bottom line. In addition, in schools where enrollment is rising rapidly, there is no way for building programs to keep up. So online and blended synchronous are attractive options that offer ways to increase enrollment without as much need for classroom space.
Research
As blended synchronous learning has recently become more prevalent (Bower et al., 2015), researchers have conducted many helpful studies exploring the topic. Following are the purpose, methods, types of courses, technology, training, and results for several studies focused on blended synchronous learning.
Purpose
The purpose behind many of the studies explored in this investigation are varied, although some are similar. Many of the researchers desired to discover the perceptions of students who participated in blended synchronous courses (Olson & McCracken, 2014; Romero-Hall & Vincentini, 2017; Wang, Huang, & Quek, 2018). Conklin (2017) dove deeper into this idea as she explored students’ perceptions of interactions that took place during the synchronous sessions. Szeto and Cheng (2016) also tracked interactions with a focus on social presence. Many of the researchers wanted to identify benefits and challenges to blended synchronous learning and to pinpoint effective strategies for instructors to use in a blended synchronous environment (Lakhal et al., 2017; Yu & Qiyun, 2017).
Some researchers focused on the design of blended synchronous learning (Romero-Hall & Vincentini., 2017; Wang et al., 2017), and some researchers tracked the effectiveness of the sessions (Eadt et al., 2017; Romero-Hall et al., 2017). Francescucci and Foster (2013) studied students’ “performance, engagement, and satisfaction” (p.78). One researcher invited a group of online students to attend face-to-face sessions online to increase their motivation (Cunningham, 2014). Paskevicius & Bortolin, (2015) hoped that as instructors participated as learners in a blended learning environment for professional development, that they would become familiar with the instructional method during the process. Through his capstone project, Howes (2018) was determined to make blended synchronous experiences better by designing training for instructors who conduct blended synchronous classes.
Method
Most of the research selected for this project were case studies, and data was collected in a variety of ways. Many researchers gathered data while observing live or recorded blended synchronous sessions (Bower et al., 2014; Conklin, 2017; Szeto & Cheng, 2016; Wang & Huang, 2018; Wang, Huang, & Quek, 2018). Researchers also surveyed students and instructors for their perceptions of the learning experience (Bower et al, 2014; Conklin, 2017; Eadt, Woodcock, & Sisco, 2017; Francescucci & Foster, 2013). Interviews were conducted with instructors and students following blended synchronous sessions or courses (Bower et al, 2014; Conklin 2017; Romero-Hall & Vincentini, 2017; Szeto & Cheng, 2016). Journal reflections (Romero-Hall & Vincentini, 2017; Wang & Huang, 2018; Wang, Huang, & Quek, 2018) and discussion were two other methods for gathering data (Szeto & Cheng, 2016). In some of the cases, each interaction between students and instructors were tracked and coded (Conklin, 2017; Szeto & Cheng, 2016).
In some case studies, several students attended the sessions face-to-face, and the online students attended from home as well as other locations (Conklin, 2017). Other studies examined blended synchronous learning with a main campus class, plus several classes held at satellite campuses (Eadt, et al., 2017). Szeto and Cheng (2016) examined a case where one group of students met face-to-face with the instructor, and the other group of students met at a remote location. Still other cases required students to attend face-to-face except for a small number of students who scheduled a session or two to experience attending online from a remote location (Wang & Huang, 2018).
Francescucci and Foster (2013) used an experimental design to track performance on assessments in addition to student responses on surveys, and Olson and McCracken (2013) used a quasi-experimental design to track achievement as well as student perceptions for their synchronous sessions. Wang, Huang, and Quek (2018) used an iterative process to make data-based improvements to the blended synchronous learning environment during off weeks of the term. Though many of the studies were relatively short-term studies based on one or two locally based classes, one study was a seven year long international study.
Types of Courses
Most of the case studies were conducted in graduate programs, with the majority of those being in the field of education (Cain, 2015; Conklin, 2017; Romero-Hall & Vincentini, 2017; Wang & Huang, 2018; Wang et al., 2017; Wang et al., 2018). However, courses in other disciplines are represented here as well. One study consisted of seven case studies across disciplines (Bower et al., 2015, Bower et al., 2014). One of the case studies involved a professional development program (Paskevicius & Bortolin, 2015). Francescucci and Foster (2013) conducted their research using a couple sections of a marketing course. Szeto & Cheng (2016) studied an engineering course as a case study.
Technology
A variety of technology was used for web-conferencing for the blended synchronous sessions. Some of the main platforms that were used include Blackboard Collaborate (Romero-Hall & Vincentini, 2017), Adobe Connect (Olson & McCracken, 2014), Go to Meeting (Cain, 2015), Google Hangouts (Cain, 2015), WebEx Training Center (Francescucci & Foster, 2013), and Skype (Cunningham, 2014). Eadt et al. (2017) utilized a synchronous learning platform called Centra. In a multi-course study, researchers examined the use of video conferencing, web conferencing, and the use of virtual worlds (Bower et al., 2015; Bower et al., 2014). Howe (2018) described a new distance learning system that had recently been installed.
Training
For most of the cases, training wasn’t noted specifically. However, Eadt et al. (2017) mentioned 30-minute training for facilitators. Olson & McCracken (2014) discussed providing a training session for students and instructors to familiarize them with the web-conferencing software prior to the first synchronous session. Some instructors were described as highly experienced (Wang & Huang, 2018). The instructor described by Romero-Hall & Vincentini (2017) was familiar with online and face-to-face teaching.
Results
The studies yielded some similar results which describe the benefits of blended synchronous learning that can be celebrated and challenges where more work needs to be done to provide an equitable learning experience. Researchers noted an overall positive perception of blended synchronous learning (Bower et al., 2015; Conklin, 2017; Eadt et al., 2017; Francecucci & Foster, 2013; Romero-Hall & Vincentini, 2017). Results point to the importance of quality technology (Bower et al., 2014; Bower et al 2015; Conklin, 2017; Eadt et al., 2017; Lakhal et al., 2017; Romero-Hall & Vincentini, 2017; Wang et al., 2017; Wang et al., 2018; Yu & Qiyun, 2017). The importance of active learning activities was mentioned (Bower et al. 2015; Conklin, 2017, Eadt et al., 2017), and the need for well-managed synchronous sessions was also expressed (Wang et al., 2017).
Benefits of Blended Synchronous Learning
Benefits of blended synchronous learning include flexibility for attendance and teaching, social presence and interaction, and the possibility of a reduced workload for instructors.
Flexibility
Students appreciate the flexibility to attend class online or face-to-face (Bower et al., 2015; Cain 2015; Lakhal et al., 2017, Wang et al., 2017, Wang et al., 2018; Yu & Qiyun, 2017). Whether it is to accommodate location, work schedules, travel, or child-rearing duties, adult students are grateful to programs that are flexible enough to allow them to go to school and handle their other responsibilities. In addition, students who attend online from home, note the comfort and safety provided by that option (Wang et al., 2018).
Social Presence
Students view increased social presence as a benefit of blended synchronous learning (Conklin, 2017).For the most part students who attended blended synchronous sessions online appreciated the opportunity for a live session, even though they attended virtually. They felt like part of the community. Many times, students who have the option of how to attend will choose to attend synchronous sessions online (Bower et al., 2015). Face-to-face students appreciated the opportunity to work with a more diverse group of students (Cain, 2015; Eadt et al., 2017).
Reduced Workload
With blended synchronous learning as an option, there is the possibility of reduced workload for instructors (Yu & Qiyun, 2017). Rather than teaching the same content in a face-to-face class and an online synchronous class, an instructor may reduce the teaching time by combining the two sessions into one blended synchronous session. Duplication of classes may be reduced as two classes, one online and one face-to-face, may be replaced with one blended synchronous course (Cain, 2015). This may also give instructors the opportunity to add another course to their load should they choose.
Other Benefits
Additional benefits were reported by some researchers. Benefits that were mentioned included increased student responsibility (Yu & Qiyun, 2017), “quality of learning experience”, self-confidence, more familiarity with technology tools (Lakhal et al., 2017). Not only will each of these qualities benefit students during their college years, these same qualities will continue to benefit them in the workplace. Economic benefits were also a noted (Wang et al., 2017). Blended synchronous learning may lead to increased revenue for universities as a result of expanded enrollment, full rosters for courses, and less classroom space required.
Challenges for Blended Synchronous Learning
Challenges that were common across many studies include technology and communication problems, perceived lack of attention from the instructor, increased cognitive load for instructors during instruction, and student engagement.
Technology
Technology problems top the list of issues for blended synchronous learning (Bower et al., 2015). Eadt et al. (2017) noted technology problems that included lack of technology training, slow internet, communication lags, and mentioned that one satellite location had more technical problems than the others. Several other studies indicated problems with poor audio (Bower et al., 2014, Romero-Hall & Vincentini, 2017; Wang et al., 2018), thus communication was hindered between the instructor and online students and between the face-to-face and online students (Wang et al., 2017). A couple studies mentioned connectivity issues. (Lakhal et al., 2017; Romero-Hall & Vincenti, 2017). Romero-Hall & Vincenti spoke of problems with visuals for online students.
Balanced Attention
In a blended synchronous learning environment, groups often perceive that they didn’t receive an equal share of the instructor’s attention during a synchronous session. Sometimes the online students felt left out, and at other times the face-to-face students felt left out. Sometimes online students felt unwelcome (Cunningham, 2014). A commonality across the studies was the challenge for instructors to provide balanced attention to the students attending face-to-face and those attending the session via web conferencing (Conklin, 2017). In addition, students attending face-to-face complained about having to help the online students (Cunningham, 2014).
Cognitive Load
As instructors manage two groups of students, content, technology for teaching, and technology for web conferencing, the cognitive load for teachers is increased heavily (Bower et al., 2014). By implementing strategies for pedagogy and technology during planning and during teaching may alleviate some of the load teachers face in blended synchronous environments.
Engagement
During some sessions, students weren’t fully engaged. This may be partly due to frustration with technical problems. Wang et al., 2018 mentioned that students were unprepared at times and online students sometimes slipped away from their computers during the session.
Strategies, Activities, and Training for Successful Blended Synchronous Learning
In the literature reviewed for this investigation, researchers relayed strategies and suggestions for effective design and implementation for consistently successful blended synchronous learning experiences. Some of these strategies were observed as effective strategies during the blended synchronous sessions, and the others are suggestions for overcoming the challenges that were observed.
Strategies from the BSLE Framework
The development of the Blended Synchronous Learning Environment Framework (BSLEF) (Bower et al., 2015) was the centerpiece of one of the studies, and it was referred to in other studies (Conklin, 2017). It is an important resource for instructional designers and blended synchronous instructors. Bower et al. (2015) organized strategies listed in the BSLEF into three stages which include “Presage (Design), Process (Implementation), and Product (Outcomes)”, and then further categorized the strategies as “pedagogy, technology, and logistics” (p. 14). Below is a summary of the strategies from the BSLEF.
Design.
Bower et al. (2015) provided the following blended synchronous design strategies. When planning for a successful blended synchronous session, state the learning outcomes, plan for active learning, decide in advance how to group students for various activities, use basic design principles, select appropriate applications for when technology is required, and complete a trial run with the technology. In addition, plan early, garner the necessary help, prepare students and yourself for synchronous sessions, and establish a community of learners.
Implementation.
Bower et al. (2015) shared several implementation strategies. When leading a blended synchronous session, get all the students actively involved, balance attention between groups, stay focused on the topic, explain only once, use what you know about teaching, monitor and adjust. When using technology, it is critical to know how to operate the technology, how to use audio/visual equipment, coach students on technology use, and facilitate the session with a tablet or phone to improve visibility for online students. It is always a good idea to begin early and clear up any technical difficulties early on. Set up a second computer to see what the students see and use a teaching assistant or possible other students to help manage the chat during instruction.
Outcomes.
Bower et al. (2015) predicts the following outcomes from using the BSLE Framework. Active learning will be more prevalent, a strong community of learners will develop, and learners will enjoy the flexibility. These outcomes lead to more satisfaction for students. Further discussion on these strategies are available in a paperback titled, Blended Synchronous Learning: A Handbook for Educators, by the same authors.
Additional Strategies
Conklin (2017) recommends having all face-to-face students log in to the web conferencing application. This provides all students with the ability to communicate with each other using the chat feature and to collaborate in breakout rooms. Be proactive in building a culture where the students are supportive and encouraging of whether students want to attend class face-to-face or online (Romero-hall & Vincentini, 2017). Yu and Qiyun (2017) suggest displaying the web conferencing application on the projector screen, so all student have the same view of content being shared. Cain (2015) utilizes a blended synchronous navigator. The navigator is a doctoral student who assists the class with technology during the design and implementation of the course. This lightens the load for the instructor and gives extra attention to the technology part of the course.
Activities
As mentioned earlier, Conklin (2017) and Bower et al (2015) specified the importance of active learning activities. Though not specifically designed for blended synchronous learning, Miller (2014) has provided an exhaustive listing and examples of “cognitively optimized” learning activities that are effective and engaging for students in online and blended learning environments. These activities can be adapted for the blended synchronous environment.
Technical Training
Tutorials, job aides, and instructional guides are vital to blended synchronous instructors. Especially since many times instructors may use the technology only every other week, or perhaps not even every term. Having some sort of a guide to carry with them for a quick refresher and to post in the classroom would be helpful and further lighten the cognitive load.
With new distance learning technology available and a desire to improve the blended synchronous learning experience at Morehead State University, Howe (2018) developed an instructional guide to give instructors the information needed to successfully operate the technology in this new environment. The guide includes descriptions of the technology and step by step instructions with annotations.
In addition, several studies suggested providing technical training as a strategy. Olson and McCracken (2013) discussed training instructors and students using the web conferencing application before the first session.
Diffusion of Innovation
Strategies and best practices for design, implementation, and logistics for leading blended synchronous learning experiences must find their way into the hands of those who teach using this innovative method. For this to happen, researchers need to continue their work in this field. Instructional designers and educational technologists should design and build training based on the strategies suggested by research. As change agents, they can share this information with instructors, administrators, and information technology leaders. In addition, blended synchronous experiences need to be shared, and strategies should continue to be relayed via websites, blogs, self-paced modules, and interviews with blended synchronous instructors and students. Cain et al. (2014) gives credit for noteworthy diffusion of “synchromodal” instruction to support given to instructors at “critical points in the innovation-decision process” (p. 851).
Next Steps
During this investigation into blended synchronous learning, ideas for future investigations on this topic emerged. In many of the studies surveyed in this investigation, researchers explored blended synchronous successes and issues, student and instructor viewpoints, and then proposed actions for improving the experience. The purpose of several the studies were seeking the perspective of the online students. However, it seems that there may be at a gap in the literature relating to the perspectives of the face-to-face students. Though the face-to-face students’ concerns were discussed, their perspectives were not the centerpiece of any of these investigations. Perhaps investigating perspectives of the face-to-face students as the focus of a study will yield further strategies for improving the experience for all students and instructors.
Another topic to focus on may be an investigation into quality audio and various web conferencing applications as technology was a common complaint.
Final Thoughts
It is possible for instructors to teach successfully in a blended synchronous environment. As schools continue to experiment with various modes of blended synchronous learning to steward finances and provide flexible attendance options for students, there are strategies that when applied can improve the learning experience for instructors and students. Intentionally using the strategies suggested by researchers and wisely investing the time needed for solid preparation, instructors can transcend the trials of teaching in a blended synchronous environment and enjoy the benefits of increased satisfaction along with their students (Bower et al., 2015).
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.
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Catalyst 