Blending online asynchronous and synchronous learning

In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 20...

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Autor principal:	Lisa C. Yamagata-Lynch
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	online learning environments synchronous learning asynchronous learning student reflections Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/23825513a93442348790a0748b935127
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spelling	oai:doaj.org-article:23825513a93442348790a0748b9351272021-12-02T18:03:24ZBlending online asynchronous and synchronous learning10.19173/irrodl.v15i2.17781492-3831https://doaj.org/article/23825513a93442348790a0748b9351272014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1778https://doaj.org/toc/1492-3831 In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space. Lisa C. Yamagata-LynchAthabasca University Pressarticleonline learning environmentssynchronous learningasynchronous learningstudent reflectionsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning environments synchronous learning asynchronous learning student reflections Special aspects of education LC8-6691
spellingShingle	online learning environments synchronous learning asynchronous learning student reflections Special aspects of education LC8-6691 Lisa C. Yamagata-Lynch Blending online asynchronous and synchronous learning
description	In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.
format	article
author	Lisa C. Yamagata-Lynch
author_facet	Lisa C. Yamagata-Lynch
author_sort	Lisa C. Yamagata-Lynch
title	Blending online asynchronous and synchronous learning
title_short	Blending online asynchronous and synchronous learning
title_full	Blending online asynchronous and synchronous learning
title_fullStr	Blending online asynchronous and synchronous learning
title_full_unstemmed	Blending online asynchronous and synchronous learning
title_sort	blending online asynchronous and synchronous learning
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/23825513a93442348790a0748b935127
work_keys_str_mv	AT lisacyamagatalynch blendingonlineasynchronousandsynchronouslearning
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Blending online asynchronous and synchronous learning

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