Blended Synchronous Learning Environments Questionnaire Protocol

2021 ◽  
Author(s):  
Yafei Shi ◽  
Mingwen Tong ◽  
Taotao Long
Keyword(s):  
Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Strategies to Maximize Asynchronous Learning

2022 ◽  
pp. 499-521
Author(s):  
Remberto Jimenez ◽  
Veronica O'Neill
Keyword(s):  
Best Practices ◽  
Learning Environments ◽  
Learning Strategies ◽  
Asynchronous Learning ◽  
Future Research ◽  
Asynchronous Learning Environments ◽  
Synchronous Learning ◽  
Constructivist Learning Environments ◽  
Active Learning Strategies ◽  
Synchronous Learning Environments

This chapter provides suggestions on how educators and learners can thrive in asynchronous learning environments. A review of what constitutes an asynchronous environment and how it contrasts to synchronous learning environments is discussed. Constructivist, social constructivist, constructivist learning environments, and active learning strategies are reviewed in the context of asynchronous learning. In addition, key tools, applications, and strategies that can be used to support successful asynchronous learning environments are reviewed. This includes the inherent tools within a learning management system, video, and collaboration tools. Finally, educator best practices and recommended areas of future research are discussed. Within the best practices section, strategies to create a more effective and empathic learning environment are discussed.

scholarly journals Exploring Tutor and Student Experiences in Online Synchronous Learning Environments in the Performing Arts

2012 ◽  
Vol 03 (07) ◽  
pp. 1269-1280 ◽  
Author(s):  
Susi Peacock ◽  
Sue Murray ◽  
John Dean ◽  
Douglas Brown ◽  
Simon Girdler ◽  
...  
Keyword(s):  
Learning Environments ◽  
Performing Arts ◽  
Student Experiences ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Online Tools With Synchronous Learning Environments

2020 ◽  
pp. 68-78 ◽  
Author(s):  
Kerri Richardson
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Instructors ◽  
Web Based ◽  
Practicing Teachers ◽  
Online Tools ◽  
Synchronous Learning ◽  
Asynchronous Online Learning ◽  
Visual Understanding ◽  
Synchronous Learning Environments

In this chapter, the author highlights the tools used in an online environment geared toward practicing teachers earning their master's degree. The focus will be on web-based platforms and the importance of both synchronous and asynchronous online learning. The author offers existing and new online instructors' ideas on how to structure their own synchronous learning environments. She will support her suggestions with relevant research references. Samples of teachers' representations used during class sessions will be included so the reader has a visual understanding of how the tools work. Asynchronous ideas will also be discussed for those who integrate both styles in their teaching.

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