Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges
Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges
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检查混合同步教学中的远程学习者：成功与挑战
DOI：
10.24059/olj.v21i4.1258
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Cristiane Vicentini
中科院分区：
文献类型：
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作者：
Enilda Romero;Cristiane Vicentini
本文报道了一个案例研究，调查远程学习者参与研究生水平的混合同步教学。这项研究有助于通知混合同步教学，面对面和远程学习者在课堂上进行的设计。数据收集使用电子期刊，个人访谈和焦点小组。数据分析的结果证明，在这种情况下，混合同步教学改善了远程学习者的学习习惯。另一方面，个案研究的结果也显示，在混合同步教学中，远程学习者必须克服具有挑战性的教育学方面。这些挑战包括远程学习者、面对面的学习者和教师之间的互动、关系和沟通交流。
This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a focus group. The results of the data analysis provide evidence that in this case, hybrid synchronous instruction improved the study habits of distance learners. On the other hand, the case study results also revealed that there are challenging pedogogical aspects which the distance learners had to overcome during hybrid synchronous instruction. Among such challenges were the interactions, relationships, and communication exchanges between distance learners, their face-to-face counterparts, and the instructor.