Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis (Bower et al, 2015)
- Seven cases involving blended synchronous learning in university settings were analysed.
- The cross-case analysis revealed 27 emergent design and implementation factors.
- Students reported more active learning, enhanced co-presence, and greater flexibility.
- The majority of students felt they learnt the same or more than in normal classes.
- Tool performance, increased cognitive load, and equity between cohorts were issues.
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