This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a…

The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called "blended learning" although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning…

This paper will provide a methodology and progress report from a multivocal thematic synthesis being conducted on an extensive, diverse body of empirical studies. The study data includes a corpus of peer-reviewed empirical literature sharing a common reference published in English between 2000 and 2014. In this study, data to be synthesized share…

This article reports on a design-based methodology of a thesis in which a fully face-to-face contact module was converted into a blended learning course. The purpose of the article is to report on how design-based phases, in the form of micro-, meso- and macro-cycles were applied to improve practice and to generate design principles. Design-based…

This paper discusses the design and implementation of a pedagogical intervention aimed at raising sociopragmatic awareness in the context of Spanish as a foreign language in Denmark. The intervention consists of a blended-learning environment where the three main components are synchronous telecollaboration via Skype, reflection sessions in groups…

A synchronous blend of online learning and "face-to-face" teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were…

This study explores students' choices of verbal and text interaction in a synchronous Live Virtual Classroom (LVC) environment that mixed onsite and online learners. Data were collected from analysis of recorded LVC sessions and post-course interviews with students in two different offerings of a graduate instructional design course that used…

The TILA project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign…

This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students' experiences using the platform, and analyzed via thematic…

The aim of this study is to describe and analyse students' learning activities in distance higher education program with online webinars (WEB-based semINAR) by computer, laptop or mobile app for phones and tablets directly face-to-face (F2F) with other students and teachers introduced by "flipped classroom." The data collection consists…

The purpose of this research study was to investigate if and how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program (2012) through the lens of the "Seven Principles of Effective Teaching" (Chickering & Gamson,…

This paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in 2008-2010. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which…

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and…

Emerging research indicates that learning management systems such as Moodle can function as virtual, collaborative environments, where collegial interactions promote professional learning opportunities. This study deployed a mixed methods design in order to describe and analyze teacher participation in a virtual learning network (VLN) that was…

This article attempts to investigate the learning processes in blended language learning through assessing sources of information: logs, chat and forum scripts, and semi-structured interviews. Creating a MOODLE-based parallel component to face-to-face instruction for a group of EFL learners, we probed into 2,984 logged actions providing raw…