Live Sessions and Accelerated Online Project-Based Courses

Educational Technology and Resources for Synchronous Learning in Higher Education Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-7567-2.CH002

Karabi Bezboruah

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引用次数: 1

Abstract

This chapter assesses the incorporation of synchronous and asynchronous instructional techniques in two project-based graduate level courses in an online public administration program. These courses are eight weeks long and taken sequentially, and have a variety of assignments requiring synchronous and asynchronous interactions with instructor and peers. It evaluates the application of synchronous instructional techniques and asks if synchronous sessions result in higher student engagement and collaborative activity. Further, the study examines if synchronous sessions matter to online graduate level students. Results indicate that synchronous sessions complement asynchronous assignments by enhancing interaction with instructor and peers, and assisting with course concepts. Students benefited from these sessions and were greatly in favor of having them. However, these sessions are challenging to schedule requiring intensive pre-implementation planning and instructor engagement. It was found that both synchronous and asynchronous techniques add value to online learning.

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现场会议和加速在线项目课程

本章评估了同步和异步教学技术在两个基于项目的在线公共管理硕士课程中的结合。这些课程为期八周，按顺序进行，并有各种各样的作业，需要与老师和同学进行同步和异步的互动。它评估了同步教学技术的应用，并询问同步课程是否会提高学生的参与度和协作活动。此外，该研究还考察了同步课程对在线研究生水平的学生是否有影响。结果表明，同步课程通过加强与教师和同伴的互动以及协助课程概念来补充异步作业。学生们从这些会议中受益，并且非常赞成举办这些会议。然而，这些课程的日程安排具有挑战性，需要密集的实施前计划和教师参与。研究发现，同步和异步技术都为在线学习增加了价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Educational Technology and Resources for Synchronous Learning in Higher Education

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