Premium
Students and instructors perspective on blended synchronous learning in a Canadian graduate program
Author(s) -
Lakhal Sawsen,
Mukamurera Joséphine,
Bédard MarieEve,
Heilporn Géraldine,
Chauret Mélodie
Publication year - 2021
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12578
Subject(s) - blended learning , videoconferencing , context (archaeology) , perspective (graphical) , distance education , qualitative research , higher education , medical education , asynchronous communication , psychology , pedagogy , data collection , educational technology , computer science , multimedia , sociology , medicine , political science , paleontology , social science , computer network , artificial intelligence , law , biology
Blended synchronous learning (BSL) represents several contexts that enable to bring remote students into the classroom, in real time, by the means of videoconferencing, web conferencing and virtual world. As BSL seems to be more and more implemented in many higher education institutions, especially in the current context of the COVID‐19 pandemic, and given the recent interest and scarce published research in BSL, more studies are needed on this kind of learning. The purpose of this research was to explore students and instructors perspective regarding their experience in BSL, according to three dimensions: pedagogy, technology and organization/logistics. To meet the study objective, a qualitative methodology was adopted. The study participants were remote students ( n = 4) and face‐to‐face students ( n = 4) enrolled in a graduate program in education offering only blended synchronous courses, and instructors ( n = 5) in this program. Semi‐structured interviews were selected as the data collection method. Nine sub‐themes in reference to the three dimensions emerged from the study participants. They have also highlighted some challenges associated with BSL. The results reported in this study should provide faculties and higher education administrators with additional information and guidance, based on empirical data, on the use of BSL if they wish to implement it in academic programs. Moreover, in regard to the challenges revealed by the study participants, the results will permit to surpass the obstacles when implementing BSL successfully.