This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact virtually; enhancing blended learning using webinars as flipped mini-lectures; and promoting the 4Es Learning Cycle (engagement, exploration, explanation, and extension) through webinars. With the development of a webinar integration tool, we propose an implementation framework based on four guiding principles: (1) technology considerations: matching the tool features with tasks, (2) planning with the perspective of participatory theories of learning, (3) promoting active learning with the 4Es Learning Cycle model, and (4) identifying factors for effective learning through webinar. The three-stage process includes: conducting a needs assessment and training sessions to ensure prerequisite skills for attending and hosting a webinar session, collecting baseline data on overall uses and perceptions of webinars, and applying the results of stages 1 and 2 to the development of a webinar integration tool. Our goal is to identify best practices for integrating webinar technologies in medical education, and assist faculty in aligning course objectives with appropriate webinar activities. Through formative evaluation and continuous improvement of our framework, our broader goal and contribution to the field is to encourage the development and sharing of domain-specific practical strategies for webinar integration, and strategies for designing compelling blended learning and teaching experiences.

中文翻译：

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网络研讨会集成工具：在混合环境中促进主动学习的框架

本文描述了开发网络研讨会集成工具以增强混合环境中的教与学互动的三个阶段的过程。在医学教育的背景下，我们强调在混合学习中有效进行网络研讨会整合的三个因素：为教师和学生提供虚拟互动的更好解决方案；使用网络研讨会作为翻转的微型讲座来增强混合学习；通过网络研讨会促进4Es学习周期（参与，探索，解释和扩展）。随着网络研讨会集成工具的开发，我们提出了一个基于以下四个指导原则的实施框架：（1）技术方面的考虑：使工具功能与任务相匹配；（2）从参与式学习理论的角度进行规划；（3）通过4Es学习周期模型促进主动学习，以及（4）通过网络研讨会确定有效学习的因素。该过程分为三个阶段，包括：进行需求评估和培训，以确保参加和主持网络研讨会的先决条件；收集有关网络研讨会的总体用途和看法的基准数据；以及将阶段1和阶段2的结果应用于开发网络研讨会。网络研讨会集成工具。我们的目标是确定将网络研讨会技术集成到医学教育中的最佳做法，并帮助教师将课程目标与适当的网络研讨会活动相结合。通过形成性评估和不断完善我们的框架，