Campus Units

Education, School of

Document Type

Conference Proceeding

Conference

Knowledge to Action: Achieving the Promise of Equal Educational Opportunity

Publication Version

Published Version

Publication Date

4-30-2017

DOI

10.302/1182350

Conference Title

Annual Conference of American Educational Research Association:

Conference Date

April 26 - May 2, 2017

City

San Antonio, Texas

Abstract

Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. However, challenges to successfully implementing blended instruction are that social presence, or students’ ability to project their personal characteristics into the learning space, is reduced with potential negative effects on student engagement, persistence, and academic achievement. Instructors are experimenting with robot-mediated communication (RMC) to address these challenges. Results from a study of RMC at a large public university suggest that it offers advantages over traditionally used video-conferencing, including affordances for fostering students’ embodiment in the classroom, their feelings of belonging and trust, and their ability to contribute ideas in authentic ways.

Comments

This conference paper is published as Greenhow, C. and Gleason, B. (2017). Hybrid learning in higher learning: The potential of teaching and learning with robot-mediated communication. Paper presented at Annual Conference of American Educational Research Association, San Antonio, TX, April 26-May 2. Doi: 10.302/1182350. Posted with permission.

Copyright Owner

The Author(s)

Language

en

File Format

application/pdf

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Article Location

 
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