Here or There Instruction: Lessons Learned in Implementing Innovative Approaches to Blended Synchronous Learning

Here or There (HOT) instruction is a blended synchronous approach that enables students from on-campus (“here”) or a remote location (“there”) to participate together in class activities in real time. The purpose of this article is to share three different cases at two universities that illustrate d...

Full description

Saved in:
Bibliographic Details
Published in:TechTrends 2019-03, Vol.63 (2), p.123-132
Main Authors: Zydney, Janet Mannheimer, McKimmy, Paul, Lindberg, Rachel, Schmidt, Matthew
Format: Article
Language:English
Subjects:
Best Practices
Blended Learning
Class Activities
Class Size
College Students
Colleges & universities
Computer Mediated Communication
Decision Making
Distance Education
Distance learning
Education
Educational Principles
Educational Technology
Environmental impact
Higher education
Learning and Instruction
On Campus Students
Original Paper
Outcomes of Education
Synchronous Communication
Teaching Methods
Teaching Skills
Technology Uses in Education
Video teleconferencing
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Here or There (HOT) instruction is a blended synchronous approach that enables students from on-campus (“here”) or a remote location (“there”) to participate together in class activities in real time. The purpose of this article is to share three different cases at two universities that illustrate different implementations of HOT instruction, explain the affordances of these varied approaches, provide best practices that are common to each, and share lessons learned along the way. Readers will gain a better understanding of how to implement a range of innovative HOT approaches, and in what context(s) they might choose one approach over another. The authors’ experience indicates that sound pedagogical principles along with pragmatic considerations, such as class size, available technology, and instructor’s skills, should guide decisions regarding use of these blended synchronous approaches. Future research should look towards what impact blended synchronous environments have on student outcomes.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-018-0344-z