期刊名称：International Journal of Designs for Learning
印刷版ISSN：2159-449X
出版年度：2016
卷号：7
期号：3
DOI：10.14434/ijdl.v7i3.19520
语种：English
出版社：Assiciation for Educational Communications & Technology / Indiana University Bloomington
摘要：This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Robotic telepresence devices are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. Synchronous hybrid learning classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.
其他摘要：This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Robotic telepresence devices are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. Synchronous hybrid learning classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.
