Educational Technology and Instructional Design in Synchronous Blended Learning Environments

Educational Technology and Instructional Design in Synchronous Blended Learning Environments

Sandra Y. Okita (Columbia University, USA)
DOI: 10.4018/978-1-4666-2014-8.ch010
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Abstract

Advancements in educational and communicative technology have provided a new medium with unique properties that bring about new forms of transcultural learning and instruction. Rather than simulating traditional face-to-face classroom methods in online learning environments, the chapter examines different approaches for instructors in creating new ways to link technology to curriculum. This chapter begins by introducing the readers to many of the challenges, concepts, and practices associated with synchronous online learning environments. Through multiple case studies, the chapter will explore the importance of (a) content, pedagogy, and culture, (b) the role of the instructor and student in creating successful online learning environments, and (c) strengths and weaknesses of communication tools and educational technology in creating a blended online learning environment. The chapter helps instructors and students identify the benefits and shortcomings of technology, explore how to enhance dynamic interactions between individuals and groups, and examine how to capitalize on the strengths of audio and visual images to accompany other formats of instructional materials.
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Background

This section begins with an overview of literature in three areas that seem most relevant:

  • 1.

    Blended learning and online environments

  • 2.

    Collaborative learning and self-reflection

  • 3.

    Social components of technology

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