ABSTRACT

COVID-19 forced universities to engage in rapid improvisation and adoption of online learning and teaching. This paper explores “real-time blended” learning in which online students are taught simultaneously with students who are experiencing proximate learning. Two cliques could develop with those learning online becoming observers rather than participants in an active learning process. This paper is based on action-based research to develop an inclusive approach to simultaneous teaching of proximate and online students. This approach includes alterations in classroom layout, the equipment used, facilitating varying modes of social interaction and the role of communication. Effective teaching requires continual minor modifications to teaching design and delivery. This represents an ambidextrous approach to teaching in which teachers focus on the immediate co-creation of student experiences, but also identify cues which are used to adjust the ways in which they engage with a student cohort over the course of delivering a module. Module evaluation becomes an ongoing process in which alterations are made in real-time and to subsequent learning encounters with students. The paper evaluates student performance and concludes that the approach went some way towards ensuring equality of the student experience between those learning online and those proximate with the lecturer.

摘要

COVID-19 迫使大学进行快速即兴和采用在线学习和教学。本文探讨了“实时混合”学习，其中在线学生与正在经历直接学习的学生同时学习。随着在线学习者成为观察者而不是主动学习过程的参与者，两个派系可能会发展。本文基于基于行动的研究，旨在开发一种包容性的方法来同时教授就近和在线学生。这种方法包括改变教室布局、使用的设备、促进不同的社会互动模式和交流的作用。有效的教学需要不断对教学设计和交付进行细微的修改。这代表了一种灵巧的教学方法，在这种方法中，教师专注于学生体验的直接共同创造，但也确定了用于调整他们在提供模块的过程中与学生群体互动的方式的线索。模块评估成为一个持续的过程，在该过程中实时进行更改以及随后与学生的学习接触。该论文评估了学生的表现，并得出结论认为，该方法在一定程度上确保了在线学习者和接近讲师的学生之间的学生体验平等。模块评估成为一个持续的过程，在该过程中实时进行更改以及随后与学生的学习接触。该论文评估了学生的表现，并得出结论认为，该方法在一定程度上确保了在线学习者和接近讲师的学生之间的学生体验平等。模块评估成为一个持续的过程，在该过程中实时进行更改以及随后与学生的学习接触。该论文评估了学生的表现，并得出结论认为，该方法在一定程度上确保了在线学习者和接近讲师的学生之间的学生体验平等。