Blended synchronous learning (BSL) represents several contexts that enable to bring remote students into the classroom, in real time, by the means of videoconferencing, web conferencing and virtual world. As BSL seems to be more and more implemented in many higher education institutions, especially in the current context of the COVID-19 pandemic, and given the recent interest and scarce published research in BSL, more studies are needed on this kind of learning. The purpose of this research was to explore students and instructors perspective regarding their experience in BSL, according to three dimensions: pedagogy, technology and organization/logistics. To meet the study objective, a qualitative methodology was adopted. The study participants were remote students (n = 4) and face-to-face students (n = 4) enrolled in a graduate program in education offering only blended synchronous courses, and instructors (n = 5) in this program. Semi-structured interviews were selected as the data collection method. Nine sub-themes in reference to the three dimensions emerged from the study participants. They have also highlighted some challenges associated with BSL. The results reported in this study should provide faculties and higher education administrators with additional information and guidance, based on empirical data, on the use of BSL if they wish to implement it in academic programs. Moreover, in regard to the challenges revealed by the study participants, the results will permit to surpass the obstacles when implementing BSL successfully.

中文翻译：

---

学生和教师对加拿大研究生课程中混合同步学习的看法

混合式同步学习 (BSL) 代表多种情境，可通过视频会议、网络会议和虚拟世界将远程学生实时带入课堂。由于 BSL 似乎越来越多地在许多高等教育机构中实施，尤其是在当前 COVID-19 大流行的背景下，并且鉴于最近对 BSL 的兴趣和已发表的研究稀少，因此需要对这种学习进行更多研究。本研究的目的是从三个维度探索学生和教师对 BSL 体验的看法：教学法、技术和组织/物流。为了达到研究目标，采用了定性方法。研究参与者是远程学生（n  = 4）和面对面学生（n  = 4) 参加了仅提供混合同步课程的教育研究生课程，并且该课程中的讲师 ( n  = 5)。选择半结构化访谈作为数据收集方法。研究参与者提出了与三个维度相关的九个子主题。他们还强调了与 BSL 相关的一些挑战。本研究报告的结果应根据经验数据为教师和高等教育管理人员提供有关 BSL 使用的额外信息和指导，如果他们希望在学术项目中实施 BSL。此外，对于研究参与者所揭示的挑战，结果将允许成功实施 BSL 时克服障碍。