Abstract

Synchronous online education occurs when the students and faculty member are in different locations geographically and interaction occurs simultaneously through the internet at scheduled times. In this study I investigated the phenomenon of using synchronous online classes blended with a face-to-face classroom to complete the freshman year of college. The essence of the experience emerged around the concept of ambiguity, specifically in regard to group membership, functionality of technology, and place. This understanding of ambiguity provides a framework upon which to design practices for engaging such distance students and best promoting their learning.

Document Type

Article

Source Publication

Innovative Higher Education

Version

Pre-Print

Publication Date

6-18-2018

Volume

43

Issue

5

Rights

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

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