The advent of MOOCs has drawn renewed interest in online pedagogies and new impetus for efforts to understand the ways in which face to face, online and blended modalities afford distinct patterns of student interaction and engagement. At the same time, the ubiquitous availability of mobile devices is presenting new opportunities for face to face students to engage in new ways with teachers, peers and content during and after class through multiple ever-present communication streams. In order to cater for students undertaking their studies in these new technology mediated environments, more needs to be known about the way in which student interaction and engagement changes in such environments. This paper discusses a new theoretical stance on the interaction patterns of students in face to face and online settings. The term polysynchronous learning is proposed to encompass the new learning opportunities afforded by contemporary online learning technologies.
|Number of pages||5|
|Publication status||Published - 2014|
|Event||31st Annual Conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2014 - Dunedin, Dunedin, New Zealand|
Duration: 23 Nov 2014 → 26 Nov 2014
|Conference||31st Annual Conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2014|
|Period||23/11/14 → 26/11/14|