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.