Blended Synchronous Learning
Synchronous learning is a general term used to describe forms of education, instruction, and learning that occur at the same time, but not in the same place. The term is most commonly applied to various forms of televise, digital, and online learning in which students learn from instructors, colleagues, or peers in real time, but not in person. For example, educational video conferences, interactive webinars, chat-based online discussions, and lectures that are broadcast at the time they delivered would all be considered forms of synchronous learning (edglossary.org).
My Experience
To some extent I was able to experience a classroom setting of a similar nature. This is it in a ‘nutshell’. Upon entering room SLT2A last semester to begin the course’ Leadership in Education’ the lecturer quickly informed us that we had to try and make ourselves comfortable as we would be having an online student so we had to stay in that room. She told us his name and because of the numerous times that she mentioned or had to say his name to make sure that he was connected we all knew it by the end of the semester. For me it was a new experience and so I looked forward to it. However it wasn’t what I was expecting. First of all it took some time for him to get connected and in the end he wasn’t connected for the first class. This problem continued for most of the semester. Yes there were times when he was connected and the lecturer ensured that he participated in the class even though at times we could hardly hear him. For us as students it was obvious that at times we forgot that he was there. The experience was a an okay one but there is room for improvement because I believe that he did not benefit a lot due to technical problems. Based on the definition do you think I experienced a blended synchronous learning? You tell time.
Background
According to the article blended synchronous approaches to learning and teaching are gaining currency in the changing higher education landscape. It also went on to say that educators believe that this form of learning can engage online students at various locations in learning with those on university main campuses, thus widening knowledge exchange and participation.
The information that I am about to share with you is about a study that was conducted by Elson Szeto (2014). It will provide a more detailed understanding about blended synchronous learning and its advantage and disadvantage of using it for higher learning. According to the article the aim of study was to explore the effects of blended synchronous learning on students’ and instructors’ experiences with the advance of information and communication technology (ICT). What were the effects in a blended synchronous learning situation? How did these effects impact on attaining the intended learning outcomes?
Research Design
The study was carried out with twenty-eight first year students enrolled in an intensive computer-aided engineering drawing course. The students were randomly divided into an online group, GroupdGP2, n=14), and the face to face group, Group 1 (GP1, n=14). One of the two instructors was responsible for teaching 6 hours per day for 9 days, with a total of 54 hours. Adapting Hastie et al.’s (2010) blended synchronous learning model, the course instructor taught the face to face students group in an engineering laboratory, while the online group synchronous attended the same sessions at a remote location via Internet-based videoconferencing. The study adopted a grounded theory approach (Strass Corbin, 1990) to collecting and analyzing data. The Col coding structure (Garrison, et al, 2000) was used as preconceived coding scheme for data analysis. According to the article Col means Community of Inquiry and this is a framework for studies of educational experiences in asynchronous/ synchronous online teaching and learning. The article went on to say to say and I quote’ as a widely- adopted framework, quality education experiences emerge at the intersection of the teaching, social and cognitive presences’. Therefore this study adopted the Col framework as a theoretical lens. The notions of the three presences represent three dimensions: instructional, communicative and learning, through which the learning and teaching effects were analyzed.
Results
Even though the ratio of each class size was different I believe the experiences were of a similar nature. I will share the findings using the Col coding structure that was mentioned earlier and in the end you can share your opinion.
Instructional Difference
The instructor tended to focus on the online students, while the instructional strategy emphasized a slow pace, clarity and repeated probing. The online (GP2) students experienced clear explanations and ease of understanding of the topic.
In contrast, the face to face (GP1) students felt bored in some sessions because the instructor unintentionally paid more attention to the remote online (GP2) students. In fact, the instructor tried hard to synchronously bring his teaching across to the groups in a virtual learning environment mediated by the video conference. This is the challenge he faced in the blended synchronous situation. In my case the experience was definitely similar the only difference was that only the lecturer was able to see him along with the student who was monitoring the computer which was the reason why the rest of the class forgot that he was there sometimes.
Unexpected Interaction Pattern
Immediate face to face interactions were sought within the group first by the online (GP2) students, but immediate support from the teacher was more sought after by face to face (GP1) students. The online (GP2) students were more active in terms of interacting with the GP1 students than the face to face (GP1) students were in the blended mode. However, the pattern reflects that the two groups did not learn in such cross-group interactions. The instructor was still the primary source of learning. Because of the difference in the class arrangement the experience here was very different except for the fact that the lecture was the primary source of learning.
Similar learning attainment of the online and face to face students
According to the article the instructor’s overall assessment of the students’ learning indicates that the online and face to face groups achieved a similar level of attainment in the learning process. The two groups still managed to acquire the engineering drawing knowledge and skills. It seems that both the online and face to face students can benefit from stronger instruction as studies (e.g., Nicol, Minty, & Sinclair, 2003) have revealed. Based on my experience I am not sure if the online student benefited a lot because there was a period during the semester when the lecturer/ technical person was unable to make connect with him.
Conclusion
According to the article and I quote ‘In practice, stronger support for the blended synchronous learning and teaching in the instructional, communicative and learning dimensions is required’. I strongly agree with finding because with the advancement in technology this is definitely the way higher education is going. Therefore better plans must be put in place at the University of the West Indies Mona if the blended synchronous learning is to be beneficial to both the online and face to face students. The lecturer too should also be competent in the use of the instrument because this makes a lot of difference. This was my experience, let me hear yours.
References
Garrison, D. a. (2000). Critical Inquiry in a Text-Based Environment Computer Conferencing in Higher Education. The Internet and Higher Education, 87-105.
Hastie, M. H.-C.-S. (2010). A Blended synchronous learning model for educational international collaboration. Innovation in Education and Teaching International, 47 (1), 9-24.
Nicoil, D. M. (2003). The social dimensions of online learning. Innnovation in Education and Teaching International , 40(3), 270-280.
Strauss, G. F. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park.CA: Sage.
Szeto, E. (2011). Transforming learning and teaching in higher education: The impact of ICT on pedagogy, peer interaction and support in a networked virtual learning environment . International Journal of Learning., 17(11), 205-214.
Szeto, E. (2014). A comparison of online/ face to face students’ and instructor’s experiences: Examinaing blended synchronous learning effects hronous. Social and Behavioural Science, 4250-4254.
trendsandissuesinhe 
Blended Synchronous Learning seem to have several advantages and disadvantages. Favourably, this type of learning utilises the use of the technology and allow students from across the globe to access education no matter where they are. Its total value is somewhat questioned as to the full benefit the student may have achieved from engaging in this type of learning. As stated by the writer of this blog, that the student at times seemed to have lost connection sometimes in the class and hinted here is that the student would not have been engaged in the activities.
The article further points to that the online student may have benefited more from stronger instructions. Nevertheless, it is seen that both groups of student: face to face and online, acquired engineering knowledge and skills.
Synchronous learning environments seems to be a new way to higher education and will support teaching and learning in multiple ways; interacting, sharing and creates collaborative activity. Technological support will advance and as it does I think we can try to get use to these new ways of learning utilising more videoconferencing, webcast, telephone conferencing or webinars.
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Blended Synchronous Learning learning seems to be happening in most universities now a days. Many students are now studying online and some of those techniques used in your class last semester. It is quiet unfortunate that the virtual classroom did not work out 100% last term. Blended Synchronous Learning seems to have its challenges. If a reliable and fast internet connection is not in place, then this can result in failure of the technology to function. Essentially though, learning can be effective whether it is online or face to face. However, both needs to be properly organized and structured. As the author of the blog mentioned that at some points only the student operating the computer and the lecturer were able to see exactly what the online tutor was saying. That needed to be addressed to make the course more interactive for you online students.
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Technology has really taken a new trend and its amazing to see how many persons can access the same information at once. If you are not technologically saavy this can be as frustrating as well. Therefore it is important one keeps abreast of the time regardless of how challenging it might be. Its interesting to see how much these smart boards have improved and is still improving since I started University last year. We need to congratulate the University of the West Indies for the emphasis that has been put in place to facilitate higher learning. No doubt they will still work on the challenges they have been faced with and will strive to make it the best that it can be.
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The recent advances in technology has made it possible for students to be engaged in learning from their remote locations. It makes the lesson more interacting, caters for various styles of learners and enables tutors to provide more detail and direct feedback. I am a big fan of synchronous learning. Being a teacher of Information Technology I have created a platform whereby I am able to interact with my students in and out of regular classes. My students develop learning through discovery learning and individualized instructions. They are able to email their individual questions which highlights their direct concerns. I am able to respond to their questions. Using this medium one is able to achieve much more. For example in traditional setting a discussion can take up the entire class. A teacher who is trying to complete a course outline may be forced to ignore some very valuable comments. Using an online platform enables full participation at the same time enables learners complete core content. There are issues of course highlighted by the blogger however Tertiary institutions should invest in purchasing the right software and hardware to enable smooth flow and effectiveness.
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Thanks to technology, activities and resources available in the typical classroom at a university is quite interesting and different from those in the 1980s. Technology now allows us to skype, video conference, conduct webinars and use smartboards to connect with people and access instant online information.
I think, if the technology works, students will benefit from the interact with others lecturers and/or students from different countries/cultures, who might have a different perspective on the content being discussed.
When the technology does not work however, this can be frustrating to all parties involved as, it delays the commencement of the class and the online student, may miss the class session. However once the technology works, everyone benefits, as knowledge is shared.
Synchronized Learning is definitely a new trend, which no doubt will become increasingly popular in the coming months. I suspect the lecturers should be enlightened as to how to interact with both the online and face to face students, in the class, so as to not let either group feel left out of the discussions.
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I believe that Synchronous learning and teaching definitely has it place in a world that is changing significantly technologically. However, it has its advantages and disadvantages. One such advantage is the ability to be where ever you are comfortable and still benefit and learn from a lecture, while disadvantages range from the mal-functioning of the equipment as well as the user of the technology not having the competence in the use of the instruments. If the latter happens, then it will certainly take away from the learning experience, thus, students benefiting less.
I had on Wednesday June 22, 2016, the opportunity of being apart of Synchronous learning environment, when Professor Tuitt joined our class and shared in the area of Inclusive Pedagogy. While I benefited from the experience, I believe that the method worked well because it was like a lecture type setting. However, I am of the opinion that Synchronous learning and teaching does not lend itself to subject that are more practical base. Practical base subjects require both learner and teacher to be actively engaged in the teaching and learning process and the teacher providing guided practice to the students. This is difficult to achieve Synchronously, and so again my take is that it works with certain subjects but not with all.
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Blended Synchronous learning is a methodology that facilitates the use of technology that
spans time, space and geographic boundaries. According to the article, its application takes various
forms, such as online learning, webcast, televised and digital online learning. Students from anywhere in the global village will have greater access to higher education using these media.
On the Mona campus, they have latched onto this format of teaching and learning. Classrooms are now equipped with smart boards and state of the art equipment, and internet services, to facilitate on-line students. One class that I had in second semester, utilized the synchronized learning approach, however, the slow internet connection was an issue.
Using Our Virtual Learning Environment (OURvlue) I was able to access course outline, lecture notes, and power point presentations, which was accessible to both face-to face and online students. Part time commuting students likewise, welcomed this access to information. However, this had its disadvantages, as some students did not attend classes regularly. With the advent of allocating points for attendance, this saw an increase in attendance at classes at UWI, Mona.
With the trend of more persons seeking higher education, the universities, could seek to convince students who commute from as far as Mandeville about the advantages of blended synchronous learning. The main advantage, being that students can stay in the precinct of their homes and be fully engaged.
Students and teachers in some Jamaican schools have embraced blended synchronous learning; this was evident in their preparation for Grade Six Achievement Tests. Teachers and students used technologies such SKYPE, emails and other techniques in corresponding with each other, which was very profitable to them. For me having our guest lecturer Professor Tuitt, live on SKYPE, were able to interact with him on various issues as it related to inclusive pedagogy. Not so for the other classes we’ve had.
So, whether we embrace blended synchronous teaching and learning or not, current trends in higher education and increasing technological changes dictate that this is the way forward.
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I have heard the term Synchronous learning before, but i did no take the time out to get more detail as to what it means. Now i am well informed. The blogger gave her their experiences with the use of technology while learning during a particular course. i must say that i too share the same experiences and was very frustrated at times when the lecturer had to stop the session to attend to the technology and at times it seems as if the student on the internet was then only student in the class. However the use of technology was limited and the internet speed was an issues as well.
It was my first experience and the must have been beneficial to the international student, because they could participate in an international course in their own country and own space. Learning styles, techniques and methods will continue to evolve and improve and we seek to make learning accessible.
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Blended Synchronous Learning is a methodology that is a new trend in education, specifically higher education. It is a welcomed approach that allows for the exchange of knowledge, Information Communication Technology (ICT) Integration, differentiated learning, cultural exchange and boosting of socialization. This is an advantage of Blended Synchronous Learning but with the testing of its credibility in actual higher education classrooms or programmes, one has to be mindful that it still has some development to undergo. We do not want it to be said that the core function of higher education is reduced because of this new kind of approach to teaching and learning exist that may present with technical difficulties as pointed out by the blogger. The University of the West Indies, other international universities and MOOCs use some aspects of Blended Synchronous Learning, which is good. However lecturers and students alike must be given training, if needs be, to become conversant at using the types of technology.
– Devona Hinds
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IS BLENDED SYNCHRONOUS LEARNING BENEFICIAL IN HIGHER EDUCATION?
Disclaimer: “I have never experienced Blended Synchronous learning in higher education.”
All my classes so far have been face-to-face only with the exception of this one that uses features of Asynchronous learning. I believe Blended Synchronous learning is beneficial to higher education especially where online enrollment is fewer than face-to-face modality. It also makes for more efficient use of resources as both online and face-to-face students will obtain and benefit from the same lecture synchronously.
Given the shortcomings highlighted by researcher Szeto, (2014), I can assume that connectivity was never an issue. However, in Tekah’s experience, the issue of connectivity was a major one throughout the semester. The fact that only the lecturer and the technician were able to see the online student meant that other students could not get to “blend” with the student. They simply forgot about him. I am unable to determine the experience of the online student: Was he able to see the whole class? Was he able to see the lecturer? Could he follow class discussion? Was he able to participate and add value to the class? I assumed that he could view the power point presentation.
Blended Synchronous learning can be beneficial to all parties concerned (lecturer, online students, face-to-face students), if the technical aspect in terms of connectivity is solved.
This however, cannot be solved by UWI alone because even if the UWI invests in the fastest internet speed available and most updated computer and smartboard, and the online student access the class with an older version computer and slower internet speed, he/she would experience poor connectivity just the same. Students taking these online classes are informed of the minimum specifications of their computers such as type of operating system, processor and memory capacity that will be required for quality exchange to take place. They are also advised as to the type of internet connection, preferably high speed internet. I just wouldn’t blame UWI for connectivity issue.
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Technology has transformed learning in this 21st century. It has bridged gaps across all sections of society. Blended synchronous learning is beneficial to higher education as it enables students to avoid feelings of isolation since they are in communication with others throughout the learning process. Students and teachers can benefit from the different delivery format regardless of their very schedules or preferred learning methods.
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Is the Blended Synchronous learning beneficial in higher education?
Blended synchronous learning approaches use media-rich synchronous technologies to enable remote and face-to-face students to co-participate in the same live classes.
In early years of the UWI Distance Education Centre students would sit in a class and learn from lecturers somewhere else in the Caribbean via teleconferencing. This would involve students from various sites across the Caribbean. There were times the broadcast was so poor, students would sit for long periods without hearing exactly what the lecturers were saying. There were several interruptions. These interruptions were more common during the rainy periods. That was more than 20 years ago. Things have changed over the years and whereas some interruptions still exist, the type and quality of technology used are varied.
Like the blogger I have been exposed to synchronous learning here on campus. It would appear to some as if the lecturer paid more attention to the online student than the face to face ones but this is not my experience. I believe the lecturer wanted to ensure that the online student got as much from the experience as we did. This is a technique that must be employed with this type of modality. The online student was able to make his presentation as did the rest of us.
This modality of learning is a growing trend and is very inclusive. It has its benefits as well as its disadvantages. As one of my colleagues have mentioned investment in resources should take care of the issue of connectivity for the most part. Training of lecturers to facilitate the learning process or providing them with technical assistants should help as well.
The question is asked, is Blended Synchronous learning (BSL) beneficial in higher education? My response is: absolutely. BSL allows for students to have greater access to courses that they would not have otherwise have access to. It also allows for all students to be exposed to the same expert lecturer inclusive of international guest lecturers. Additionally students are able to network with and learn from students across cultures, learning new languages. As a student you are able to participate in classrooms and access resources that you would not have been able to afford. Think about it while there are issues to be worked out in our present reality this modality is a worthwhile tool to embrace in higher education
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