Dear Dr. Debra:

Thank you so much for asking this most important question.

Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilize technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.

At many academic institutions, the majority of distance courses use online asynchronous tools, possibly in conjunction with synchronous text chat or streaming video. However, with asynchronous technology, students can feel isolated and unmotivated working on their own with little contact with teachers and other students.

Research in distance learning indicates that student/teacher and student/student interaction greatly enhances student outcomes by improving attitude and motivation and building a sense of community. The result: increased coursework completion rates, higher test scores, and improved retention.

Historically, technology that increases interaction have been expensive, difficult to use, and not often utilized. With recent technological advances and the ubiquitous nature of the Internet, distance learning is being transformed. Today, it is easy and cost effective to incorporate interactive instruction and reusable content to create an ideal model of distributed learning that combines asynchronous online learning with synchronous solutions, like the virtual classroom.

Should you would like to get more details about this topic, or you would rather obtain more information, please visit the following websites:

• (https://www.sciencedirect.com/science/article/pii/S0360131515000755)
• (http://www.blackboard.com/resources/getdocs/7061b4b6-b2f2-400f-9130-e3c2a9a947c1_top_ten_benefits2.pdf)

Dear Dr. Debra:

Thank you so much for asking this most important question.

Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilize technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.

At many academic institutions, the majority of distance courses use online asynchronous tools, possibly in conjunction with synchronous text chat or streaming video. However, with asynchronous technology, students can feel isolated and unmotivated working on their own with little contact with teachers and other students.

Research in distance learning indicates that student/teacher and student/student interaction greatly enhances student outcomes by improving attitude and motivation and building a sense of community. The result: increased coursework completion rates, higher test scores, and improved retention.

Historically, technology that increases interaction have been expensive, difficult to use, and not often utilized. With recent technological advances and the ubiquitous nature of the Internet, distance learning is being transformed. Today, it is easy and cost effective to incorporate interactive instruction and reusable content to create an ideal model of distributed learning that combines asynchronous online learning with synchronous solutions, like the virtual classroom.

Should you would like to get more details about this topic, or you would rather obtain more information, please visit the following websites:

• (https://www.sciencedirect.com/science/article/pii/S0360131515000755)
• (http://www.blackboard.com/resources/getdocs/7061b4b6-b2f2-400f-9130-e3c2a9a947c1_top_ten_benefits2.pdf)

Web-conferencing is becoming popular across the world as a low-cost solution to facilitating students’ programmes of learning and professional development. This is also used for establishing network of schools and educational institutions that collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning. Having a set of shared guidelines helps everybody participate in a manner that is respectful as well as conducive to helpful feedback. Ours Institute (FRI) is primarily a research institute, which is one among the 10 institutes and centres under Ministry of Environment & Forests, Goct of India located in different parts of India. We generally go for web-conferencing for interactive meeting, presentation of progress and time to time scientific deliberations with other sister institutes.

You can find a Tuning protocol (attached) at following link

http://www.uen.org/Lessonplan/downloadFile.cgi?file=33103-6-40456-Tuning_Protocol_for_Providing_Feedback_on_Student_Work.docx&filename=Tuning_Protocol_for_Providing_Feedback_on_Student_Work.docx

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Dear Dr. Debra,

Yes, we advised the students to follow the teleconferences and then discuss the content on the black board.

With my best regards!

Dr. Adel OUESLATI

At the moment there is no protocol but I will work on it in the future

Relying on teleconferencing is becoming a generic requirement where applicable. The protocol for fair and ethical use must be prepared by the faculty member in case it does not exist as a university code of ethics. For example, I used to ask my students to use online forums, char rooms, and other to communicate with professionals. I used to provide the Netiquette rules and regulations of communication online to avoid any of the problems being in language, adequacy of words, and preparing a professional looking spot in case of web conferencing or other alternative tools. The ethical part of the exercise is a must and part of the grade.

Faculty members and students have several options for web and video conferencing. Skype for Business, for example, is a web conferencing platform that enables high-definition web conferencing, screen sharing, and instant messaging.

Hi dear,

Distance training and teleconferences have become among the activities of university teachers. These activities occupy more and more places and large budgets. However, student handling of these new components is still below the norms for several reasons.

I believe that in the near future, this new system will be mastered by all stakeholders.

With my best wishes.

Dr. Adel OUESLATI

Any time a lecture via web conferencing is to be recorded and posted online, dress code of students remain very formal. The set protocols followed attract ten points of final assessment score. Best regards

Dickson Adom