As part of my Ph.D. journey, I’ve had the chance to work with the CEPSE/COE Design Studio to design, implement, and evaluate learning environments that allow for face-to-face and online individuals to interact synchronously with one another in a face-to-face classroom setting (i.e., synchromodal learning environments).
With encouragement from Dr. Punya Mishra, Dr. John Bell, William Cain, and I transcribed our experiences and lessons learned into a publication. You can read about the planning, design, implementation, and adjustments of the different sychromodal models here: in the current issue of International Journal of Designs for Learning.
Synchromodal Classes: Designing for Shared Learning Experiences Between Face-to-Face and Online Students
This paper introduces the efforts of the CEPSE/COE Design Studio at Michigan State University to design and implement synchromodal classes for the Educational Psychology and Educational Technology (EPET) Ph.D. program. Synchromodal classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. Our efforts stem from the introduction of a hybrid Ph.D. program in the summer of 2010. In this paper, we describe the antecedents that led to the development of synchromodal classes. We then describe our strategy of a repeated cycle of designing, implementing, and adjusting our realization of synchromodal classes. We conclude by discussing the significance of synchromodal learning in the context of this case and possible future directions for our work.
Bell, J., Sawaya, S., & Cain, W. (2014). Synchromodal classes: Designing for shared learning experiences between face-to-face and online students. International Journal of Designs for Learning, 5(1), 68-82. [PDF]