You are here:

Synchronous learning best practices: An action research study
ARTICLE

, , ,

Computers & Education Volume 63, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Low cost and significant advances in technology now allow instructors to create their own virtual learning environments. Creating social interactions within a virtual space that emulates the physical classroom remains challenging. While students are familiar with virtual worlds and video meetings, they are inexperienced as virtual learners. Over a nine year period we applied iterative cycles of action research through numerous large classes to systematically uncover attributes of success when executing synchronous learning in distributed environments. Findings show technology is not the source of problems; rather, difficulties emerge from human behaviors and their interactions with system features. We conclude with practical takeaway guidelines for video conferencing and immersive virtual environments and a model of nexus of control that elaborates software and classroom management attributes that can lead to successful execution.

Citation

Warden, C.A., Stanworth, J.O., Ren, J.B. & Warden, A.R. (2013). Synchronous learning best practices: An action research study. Computers & Education, 63(1), 197-207. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.11.010

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.