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About 10,000 papers for “Synchronous learning”

Synchronous Learning

David Wicks, Annie Tremonte · 2023

This chapter focuses on learning environments with less instructor talk and more learner voices. Our courses always include asynchronous components as well as learners sharing their research and engaging in peer teaching and assessment through discussion board comments. In asynchronous text-based courses, learners make themselves and their views known by what and how they write. Web-based coursework creates an inclusive educational experience for a wider diversity of students. Synchronous learning provides opportunities for real-time feedback and interaction. One of the challenges with the online approach is that it is often a one-to-many environment. The use of collaborative online tools, such as mind maps and word clouds, can be useful for formative assessment activities and prompting students’ prior knowledge. Class size is a significant consideration for a synchronous online class. Facilitating a functioning synchronous learning environment also means being cognizant of some logistical and technical considerations.

Cited by 0

Synchronous Online Learning

Amy McGinn · Advances in higher education and professional development book series · 2019

This chapter explores graduate students' experiences with synchronous online learning at a private liberal arts university in the U.S. With the increasing popularity of online learning in higher education in the last decade, in-depth studies focusing on teaching and learning in a synchronous environment are needed. The author seeks to develop an understanding of synchronous learning from the perspective of students using the community of inquiry model to frame students' experiences. The students surveyed for this chapter were practicing K-12 teachers enrolled in a graduate program in educational technology. Because of students' practical knowledge of teaching, learning, and best practices for instruction, their experiences in online courses provide valuable information about the impact of synchronous online learning. This chapter sheds light on the learning needs of graduate students in a synchronous environment. This chapter also provides recommendations for how synchronous tools can be leveraged for maximum positive influence on student learning within a community of inquiry.

Cited by 3

Synchronous Online Learning

Amy McGinn · IGI Global eBooks · 2022

This chapter explores graduate students' experiences with synchronous online learning at a private liberal arts university in the U.S. With the increasing popularity of online learning in higher education in the last decade, in-depth studies focusing on teaching and learning in a synchronous environment are needed. The author seeks to develop an understanding of synchronous learning from the perspective of students using the community of inquiry model to frame students' experiences. The students surveyed for this chapter were practicing K-12 teachers enrolled in a graduate program in educational technology. Because of students' practical knowledge of teaching, learning, and best practices for instruction, their experiences in online courses provide valuable information about the impact of synchronous online learning. This chapter sheds light on the learning needs of graduate students in a synchronous environment. This chapter also provides recommendations for how synchronous tools can be leveraged for maximum positive influence on student learning within a community of inquiry.

Cited by 0

Synchronous Online Learning

Matthew Byrne · Nursing Education Perspectives · 2025

“I’m driving!” the student said when asked why they did not respond to online polls and did not have their camera on during the online learning session. Engagement is quintessential to learning. Students are challenged to avoid distraction — those happening in their environment and those happening on their devices. A “cameras-on” learning environment is one of many ways faculty may try to promote engagement and reinvent traditional classroom management and monitoring strategies. However, requiring that cameras be on during synchronous online learning sessions or course meetings has its drawbacks as well as benefits. We need to consider co-creating new norms, best practices, and community standards in the midst of the camera use debate. CAMERAS ON PROS AND CONS Teaching primarily in a face-to-face delivery model allows faculty to look out on a sea of faces and see and hear the general classroom vibe. In an online learning session, where the screen often contains empty boxes with mute icons, faculty may experience an eerie sense of aloneness and uncertainty about what’s happening on the other side of the screen. The benefits of having cameras on can be traced to social learning theory and the social nature of learning itself. Seeing both faculty and peers can serve as a counter to passive learning and promote reciprocal communication, helping to build trust and community through visual cues (Pi et al., 2024). On the other hand, requiring cameras to be on can be linked to issues of equity, privacy, and the cognitive aspects of learning, including ties to student mental health. The digital divide persists for some students. They may not have devices with cameras, they may lack high-speed Internet, and they may also be uncomfortable showing the spaces where they live or learn. Some students may experience discomfort when seeing their own faces and mannerisms. Having cameras on can actually add to the cognitive load of learning and become more of a distraction than a benefit. CONVERSATION AS AN OPPORTUNITY The camera use discussion can open opportunities to discuss and co-create learning communities with an emphasis on the building of accountability for active learning. Adult learners may benefit from the “why” of cameras on as a meta-cognitive facet of learning to learn. Simply requiring that cameras be on can feel like an authoritarian throwback to classroom management techniques of the past, rather than the personalized learning we value today. The norms, best practices, and classroom management techniques of the digital era are not yet culturally or scientifically established. But calling students into the conversation and offering screen breaks and platforms that allow for a “hide-self” option may enable students to benefit from the social aspects of seeing fellow learners without the cognitive drags (Turner, 2022). Context is always king in that not every online learning experience or even portions of a learning experience will benefit from cameras on. Faculty may want to consider shifting contexts, especially for longer learning sessions, by offering camera breaks and using strategies such as breakout rooms, polling, and collaborative problem-solving. Variety may alleviate the temptation to multitask or tune out. CONCLUSION The camera-on or -off discussion goes beyond just the visual aspect of synchronous online learning. It extends into student accountability for their own engagement, respect for faculty and peers, and understanding of the social benefits of learning. Although the contexts of use can open opportunities for co-creation of when and for how long cameras are used, most students will find common ground (such as not driving when they are supposed to be participating). Privacy, equity, and recognition of individual student needs are essential to autonomy and student dignity. Co-creation and exploration of community norms, though, may also help establish a sense of shared success in learning and chip away at the sometimes lonely and alienating aspects of online learning.

Cited by 0

Blended synchronous learning

Matt Bower, Jacqueline Kenney, Barney Dalgarno et al. · ASCILITE Publications · 2013

This paper presents seven blended synchronous learning designs and articulates principles for implementation as espoused by the teachers who enacted them. 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. A wide range of technologies (video conferencing, web conferencing, virtual worlds), tasks (collaborative evaluation, group questioning, class discussion, problem solving, collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the blended synchronous learning designs. The main issues that teachers confronted when teaching blended synchronous lessons were communication issues and issues related to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff. These findings represent initial results from an Office of Learning and Teaching project entitled 'Blended synchronicity: Uniting on-campus and distributed learners using media- rich real-time collaboration tools' (further details available at http://www.blendsync.org/).

Cited by 6Open access

Asynchronous/Synchronous Learning Chasm

Peter Serdyukov · Advances in mobile and distance learning book series · 2019

Online learning offers generous benefits for learners. Its main attraction, convenience, however, is causing a conflict between asynchronous and synchronous modes of learning which can lead to numerous adverse effects. The shift towards asynchronous at the expense of the synchronous practices is noticeable in some colleges which may deprive students of the two critical benefits of education, personal and social development, and cause deterioration of the learning outcomes. Analysis of these two modes demonstrates advantages and disadvantages of both which calls for a holistic approach to online education realized through an additive interactive model in a blended learning format.

Cited by 13

Blended Synchronous Learning Guide

UniMelb, BEL+T · Figshare · 2023

Blended Synchronous Learning (BSL) is a Teaching and Learning Activity Type, whereby the same teaching and learning activities are experienced by all students at the same time, with some students face-to-face and others online. <br> The BSL Guide includes a taxonomy of four BSL approaches, based on consultations with teaching staff in the Faculty of Architecture, Building and Planning (ABP) at the University of Melbourne. These include: BSL in a BSL Room, Livestreamed Sessions, Distributed BSL, and DIY BSL. Guidance on the four BSL approaches is organised around before-during-after considerations in an attempt to integrate pedagogical, spatial, and technological issues around a time-based continuum. <br> The BSL Guide was developed by the Built Environment Learning and Teaching (BEL+T) group within ABP.

Cited by 0Open access

Synchronous Hybrid E-Learning

Solomon Negash, Marlene V. Wilcox, Michelle Emerson · International Journal of Information and Communication Technology Education · 2007

An empirical analysis in the form of a pilot study was conducted to compare a complex information technology course taught in a synchronous hybrid e-learning environment with one taught in a traditional classroom. The aim of the pilot study was to explore whether virtual learning environments (VLEs) are ready for teaching complex courses. Three courses taught during the summer semester of 2006 were used for the study; the results indicate the promise of synchronous hybrid e-learning for complex courses. Self-efficacy and satisfaction were also examined, and no differences were found between students in the two learning environments. Directions for future research were proposed to further evaluate synchronous hybrid e-learning environments.

Cited by 15

Blended Synchronous Learning Guide

UniMelb, BEL+T · University of Melbourne data repository · 2023

Blended Synchronous Learning (BSL) is a Teaching and Learning Activity Type, whereby the same teaching and learning activities are experienced by all students at the same time, with some students face-to-face and others online. <br> The BSL Guide includes a taxonomy of four BSL approaches, based on consultations with teaching staff in the Faculty of Architecture, Building and Planning (ABP) at the University of Melbourne. These include: BSL in a BSL Room, Livestreamed Sessions, Distributed BSL, and DIY BSL. Guidance on the four BSL approaches is organised around before-during-after considerations in an attempt to integrate pedagogical, spatial, and technological issues around a time-based continuum. <br> The BSL Guide was developed by the Built Environment Learning and Teaching (BEL+T) group within ABP.

Cited by 0Open access

Synchronous e-learning tools

Granda Candás, Juan Carlos, Nuño Huergo, Pelayo, Suárez Alonso, Francisco José et al. · Consultation of the Doctoral Thesis Database (TESEO) (Ministerio de Educación, Cultura y Deporte) · 2013

Cited by 0

Synchronous dynamic view learning

Seyed Ali Rokni, Hassan Ghasemzadeh · 2017

Wearable technologies play a central role in human-centered Internet-of-Things applications. Wearables leverage machine learning algorithms to detect events of interest such as physical activities and medical complications. These algorithms, however, need to be retrained upon any changes in configuration of the system, such as addition/ removal of a sensor to/ from the network or displacement/ misplacement/ mis-orientation of the physical sensors on the body. We challenge this retraining model by stimulating the vision of autonomous learning with the goal of eliminating the labor-intensive, time-consuming, and highly expensive process of collecting labeled training data in dynamic environments. We propose an approach for autonomous retraining of the machine learning algorithms in real-time without need for any new labeled training data. We focus on a dynamic setting where new sensors are added to the system and worn on various body locations. We capture the inherent correlation between observations made by a static sensor view for which trained algorithms exist and the new dynamic sensor views for which an algorithm needs to be developed. By applying our real-time dynamic-view autonomous learning approach, we achieve an average accuracy of 81.1% in activity recognition using three experimental datasets. This amount of accuracy represents more than 13.8% improvement in the accuracy due to the automatic labeling of the sensor data in the newly added sensor. This performance is only 11.2% lower than the experimental upper bound where labeled training data are collected with the new sensor.

Cited by 30

Blended Synchronous Learning Guide

Thompson, James, Helal, James · University of Melbourne data repository · 2023

Blended Synchronous Learning (BSL) is a Teaching and Learning Activity Type, whereby the same teaching and learning activities are experienced by all students at the same time, with some students face-to-face and others online. <br> The BSL Guide includes a taxonomy of four BSL approaches, based on consultations with teaching staff in the Faculty of Architecture, Building and Planning (ABP) at the University of Melbourne. These include: BSL in a BSL Room, Livestreamed Sessions, Distributed BSL, and DIY BSL. Guidance on the four BSL approaches is organised around before-during-after considerations in an attempt to integrate pedagogical, spatial, and technological issues around a time-based continuum. <br> The BSL Guide was developed by the Built Environment Learning and Teaching (BEL+T) group within ABP.

Cited by 0Open access

SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING

Flora Amiti · European Journal of Open Education and E-learning Studies · 2020

Due to Covid - 19 pandemic, many changes have occurred in education. There were several decisions made from the government, on how students should be taught online; there were two ways of teaching students, asynchronous and synchronous online teaching. The students were obliged to learn from home, so it has been important to know they’re feedback on e-learning. By the research studies where student are participants, it is received a lot of feedback from their experience. Instead the teachers, depending on their ideas and planning on what’s best for students, decided how to teach students from home and assess them too. Furthermore, in this article a number of research papers were reviewed, in order to compare both synchronous and asynchronous e-learning and which one is more beneficial for the students at home. From all the research methods, the ones taken into consideration from the studies were questionnaires, pre- tests, post-tests and surveys. Hence, approximately 50 articles were reviewed, and depending on their content and the correlations with the topic of this review, only 20 studies were chosen that were related to the topic generally. The overall study results show that even though there could be a preference for both e-learning methods, both synchronous and asynchronous e-learning methods if combined right, it could help teachers and learners have a successful course and results. &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0690/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Cited by 152Open access

Synchronous and Asynchronous Learning Environments

Moti Frank · IGI Global eBooks · 2011

This paper discusses the organizational and pedagogical aspects, benefits, and disadvantages of synchronous and asynchronous technologies as platforms for creating distance learning environments. By comparing the advantages and challenges of the two learning environments, teachers will be able to match the appropriate learning environment and its teaching strategy to their learning goals. These two learning environments involve distance learning. Distance education (or what is commonly termed “distance learning”) is a method of education in which the learner is physically distanced from both the teacher and the institution providing the instruction. Learning may be undertaken either individually or in groups. According to USDLA (2006), distance learning is: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.”Request access from your librarian to read this chapter's full text.

Cited by 0