Synchronous Hybrid Research Articles

The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment

ABSTRACT The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings.

Numerical Comparative Investigating of PEMFC with Novel Hybrid Zigzag Channels: Reaction, Transport and Drainage Enhancements

The impact of flow channel design on mass transport and drainage in proton exchange membrane fuel cells (PEMFCs) is significant, thereby influencing the reaction rate. Based on conventional wavy design, this study introduces two novel hybrid zigzag flow channels (asynchronous and synchronous) with both zigzag sidewalls and bottom wall, aiming in further improving mass and heat transfer, as well as drainage capacity to achieve better fuel cell performance. Numerical simulations demonstrate that the net power densities of both asynchronous and synchronous hybrid zigzag channels show a 28.7% and 44.4% improvement at low voltage, respectively. The implementation of the asynchronous hybrid zigzag flow channel has been observed to result in a notable reduction in pressure drop, amounting to 9.2%, while concurrently enhancing power output by 10.7% in comparison to a conventional zigzag channel. Additionally, the novel hybrid zigzag designs improve mass transfer efficiency at high current density and exhibits better temperature distribution uniformity. Moreover, the volume of fluid simulations illustrate that hybrid zigzag channels are highly effective in removing accumulated water, surpassing the straight channel with a drainage rate exceeding 54%, as well as a lower surface liquid coverage.

Exploring a Synchronous Hybrid Observation Approach for Supporting Student Teachers during School Placements

This article presents findings from an international study examining a synchronous hybrid approach for observing and supporting student teachers on their school placement. This novel approach emerged from previous studies conducted during the COVID-19 pandemic and involves university tutors synchronously supervising student teachers from two locations: one tutor face-to-face in a school-based classroom and another virtually, from a remote setting such as a university campus. The qualitative case study adopts a focus group method to explore the views of participating school placement tutors from universities in Ireland and Australia about the benefits and challenges of this approach. Findings suggest that this new approach enhances supervisors’ observation and feedback practices and enables enriched collaboration and professional dialogue between student teachers and their tutors. Future research directions are also shared to advance the field.

Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences

The Covid-19 pandemic moved focus from face-to-face learning to hybrid in Higher Education; many educators did not have previous experience of this mode prior to this shift in learning locations. One form of hybrid learning is “synchronous hybrid learning” where both face-to-face and online students simultaneously attend learning activities. This study set out to explore students’ experiences of, and attitudes towards, synchronous hybrid learning, using a multi-method approach: a student survey (n = 66) and interviews with both students (n = 22) and lecturers (n = 8). Findings reveal technology challenges for both face-to-face and online learning but the majority of students preferred hybrid learning. Students acknowledged that hybrid formats provided fewer opportunities to collaborate and that they felt more engaged when face-to-face, but they could manage their time better with hybrid. Staff observed equity-related benefits, while acknowledging increased complexity of delivery. The study makes recommendations for a future that encompasses good quality, post-pandemic hybrid learning.

MirrorCampus: A Synchronous Hybrid Learning Environment That Supports Spatial Localization of Learners for Facilitating Discussion-Oriented Behaviors

A growing number of higher-education institutions are implementing synchronous hybrid delivery, which provides both online and on-campus learners with simultaneous instruction, especially for facilitating discussions in Active Learning (AL) contexts. However, learners face difficulties in picking up social cues and gaining free access to speaking rights due to the geometrical misalignment of individuals mediated through screens. We assume that the cultivation of discussions is allowed by ensuring the spatial localization of learners similar to that in a physical space. This study aims to design a synchronous hybrid learning environment, called Mirror Campus (MC), suitable for the AL scenario that connects physical and cyberspaces by providing spatial localization of learners. We hypothesize that the MC promotes discussion-oriented behaviors, and eventually enhances applied skills for group tasks, related to discussion, creativity, decision-making, and interdependence. We conducted an experiment with five different groups, where four participants in each group were asked to discuss a given topic for fifteen minutes, and clarified that the occurrences of facing behaviors, intervening, and simultaneous utterances in the MC were significantly increased compared to a conventional video conferencing. In conclusion, this study demonstrated the significance of the spatial localization of learners to facilitate discussion-oriented behaviors such as facing and speech.

Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work

Abstract This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.

Synchronous hybrid brain–computer interfaces for recognizing emergency braking intention

AbstractHybrid neurophysiological signals, such as the combination of electroencephalography (EEG) and electromyography (EMG), can be used to reduce road traffic accidents by obtaining the driver's intentions in advance and accordingly applying appropriate auxiliary controls. However, whether they can be used in combination and can achieve better results in situations of detecting emergency braking from normal driving and soft braking has not been explored. This study used one feature‐level (hybrid BCI‐FL) and three classifier‐level (hybrid BCIs‐CLs) hybrid strategies, the spectral band, and spectral point features to construct recognition models. Offline and pseudo‐online experiments were conducted. The recognition performance with the spectral point features showed a better result than that with spectral band features. In all experiments, the two proposed hybrid BCI strategies could achieve a detection accuracy close to or above 95%, while the detection advanced time is less than 300 ms. In particular, for the developed hybrid BCI recognition models, the hybrid BCI‐FL and hybrid BCI‐CL2 recognition models with spectral point features achieved 4.25% (p < 0.015) and 4.69% (p < 0.006) higher system accuracies, respectively, than that of the current better single EMG‐based recognition model. This research promotes the application of hybrid EEG and EMG signals in intelligent driving assistance systems.

Achieving Symmetry in Synchronous Interaction in Hybrid Work is Impossible

Designing new technologies to support synchronous interaction across distance has for many years focused on creating symmetry for participation between geographically distributed actors. Symmetry in synchronous interaction has, to some extent, been achieved technologically (while multiple social, historical, political, and hierarchical concerns continue to exist) and proven empirically in the increased use of remote-work technologies that were used during the pandemic. However, synchronous interaction in hybrid work is achieved differently, since the asymmetry produced by some participants being collocated while others geographically distributed introduces increased complexities for such interactions. Focusing on this challenge, we ask: To what extent can symmetry in cooperative work engagements be achieved in hybrid work contexts? We explore this question by interrogating multiple different empirical examples of synchronous hybrid interaction collected across different organizations, activities, and events. We found that the effort required to accomplish hybrid work includes additional articulation work necessary for bounding multiple intertwined artefacts across sites, devices, and applications. Further, the multiple artefacts setup across sites, combined with asymmetric collocation across participants, produce incongruence in technological frames of reference for each participant. All participants in hybrid work have only partial access to the hybrid setup, and no single person has access to the complete setup. The incongruence in technological frames produces insurmountable gaps in collaboration, causing all hybrid work situations to be characterized fundamentally by asymmetric relationships. We argue that symmetry in hybrid synchronous interaction is impossible to attain in attempts to solve this problem through design. Instead, we propose that designers of cooperative technologies for hybrid work shift towards developing artefact-ecologies supporting hybrid work, focusing on asymmetry as a necessary feature. Fundamentally, the design strategy should explore novel ways of taking advantage of the multiple different artefact-ecologies which serve as the foundation for the hybrid collaboration. Instead of striving for symmetry, we propose to feature asymmetric conditions in future technology designs for hybrid interaction.

“Till we meet again!”: The Synchronous Hybrid Teaching of English in Saudi Arabia

This study explores the perceptions of Preparatory Year (PY) students and teachers at Imam Abdulrahman bin Faisal University regarding synchronous hybrid teaching. It also highlights the effectiveness of teaching English as a foreign language (EFL) within the two modes of the hybrid system (i.e., face-to-face and online). The study employed a triangulation of instruments, including a survey, an interview and three focus groups (FGs). The findings show that each mode has its characteristics. While the students viewed hybrid teaching positively in terms of its logistics, finding it convenient and time-saving. However, they believed high-quality education could be better achieved in person as they understood and enjoyed face-to-face classes more than online learning. They also preferred the online mode for receptive skills and face-to-face interaction for productive skills. On the other hand, teachers found hybrid teaching challenging regarding technical issues and managing two groups (remote and in class) simultaneously. They expressed various views regarding the preferred mode of teaching English skills; some wished to abandon hybrid classes and teach all the skills in face-to-face mode. During the pandemic, hybrid teaching may have been the best option to continue teaching English effectively. However, after the pandemic, this method should be retained as a backup plan to reach students with disabilities and enrich advanced learners of English.

Implementing chroma key compositing with a green screen to improve the learning experience of remote students during synchronous hybrid lectures

Implementing chroma key compositing with a green screen to improve the learning experience of remote students during synchronous hybrid lectures

Outer enclosures of nonlinear mapping with degenerate ellipsoids

The propagation of ellipsoids is a tool that can be used to study the stability and the convergence of non-linear systems with time. Recent works have presented a method to enclose the propagation of ellipsoids via nonlinear functions. While this method is effective in high dimensions, it requires the Jacobian matrix of the function to be invertible. In this paper, we propose to generalize this method to include non-invertible Jacobians, using degenerate ellipsoids. The generalized method is then applied to a nonlinear and/or synchronous hybrid system.

An empirical study on immersive technology in synchronous hybrid learning in design education

Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study.

The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces. Implications for practice or policy: Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning. Course teachers can motivate students to take courses online by clarifying their course goals and standards.

실시간 하이브리드 교육을 위한 대학 교수자 역량 모델 탐색

Objectives This study was to explore a competency model for instructors to optimally operate synchronous hybrid
 learning in higher education. Also, it was to analyze the educational needs recognized by instructors for competencies.
 Methods In order to achieve the purpose, a tentative competency model was derived through literature review.
 For elaboration including revision or supplementation and consensus, two Delphi technique were carried out. The
 educational needs were identified through Borich's needs and The Locus for Focus model analysis.
 Results The competency model of synchonous hybrid learning in college consists of five competency clusters including
 thirty specific competencies as follows : ‘confiming technology and designing environment’, ‘composing
 group and promoting participation’, ‘designing and implementing hybrid class activity’, ‘teaching-learning support
 and management’, and ‘learning and activity assessment’. As results of analyzing educational needs for specific
 competencies, checking the technical proficiency of learners, designing activities to promote interaction between
 instructors and learners using synchronous tools, developing collaboration problems and designing learners’ inter-
 connection activities, and designing assessment strategies considering learning goals need to be considered
 as priority.
 Conclusions This study is meaningful in that it comprehensively constructs the competence of what kind of
 knowledge, skills, and attitudes instructors should have for synchronous hybrid learning that has the potential to
 be actively applied in higher education context. It was confirmed that synchronous hybrid learning has an affordance
 for the complexity of utilizing technology and simultaneous integration between online and offline environments
 based on technology/tool. Also, not only learning activities and technical considerations, but also the learning
 environment design should be taken into account in important aspect.

A Cascaded Modular Isolated Back-to-Back Solid State Transformer Scheme for AC/DC/AC Interconnection With Improved Performance and Simple Control

This paper proposes a cascaded modular isolated back-to-back solid-state transformer (CMIB-SST) for electrical isolated interconnection of two distribution AC grids, which consists of modular multilevel converter (MMC)-stage, cascaded H bridge (CHB)-stage, and six-terminal active bridge (STAB)-stage. A switching synchronization hybrid phase-shift modulation (SSHPSM) for the STAB-stage is utilized to suppress the low-frequency voltage ripple of submodule (SM) both in CHB-stage and MMC-stage to reduce the SM capacitance significantly with a simple control scheme of the CMIB-SST. The proposed CMIB-SST is friendly to the cost under the new capacitance constraint, and the big size electrolytic capacitor could be replaced by film capacitor, which is beneficial to security and life of the SST module. The voltage gain, mathematical model of the proposed SST is analyzed to illustrate the principle of SM low-frequency ripple-current decoupling with the SM capacitor and cancellation mechanism in STAB-stage. The corresponding transformer design are carried out under considering the parasitic leakage inductance value and the constraints of its magnetic fields, thermal, electric field strength and insulation. The scheme is evaluated by cost and volume of switches, SM capacitors and magnetic unit. Finally, the processed topology and SSHPSM method are verified by simulation and experimental results.

A Study of Student and Teacher Challenges in Smart Synchronous Hybrid Learning Environments

The COVID-19 pandemic has led to the growth of hybrid and online learning environments and the trend of introducing more technology into the classroom. One such change could be the use of smart synchronous hybrid learning environments (SSHLEs), which are settings with both onsite and online students concurrently, where technology plays a key role in sensing, analyzing, and reacting throughout the teaching and learning process. These changing environments and the incorporation of new technologies can place a greater workload on participants and reduce teacher agency. In light of this, this paper aimed to analyze the workload and teacher agency across various SSHLEs. The NASA-TLX model was used to measure the workload in several scenarios. Questionnaires and interviews were used to measure teacher agency. The results obtained indicated that the workload of the teacher tended to be high (between 60 and 70 points out of 100 for the NASA-TLX workload), especially when they lacked experience in synchronous hybrid learning environments, and the workload of the students tended to have average values (between 50 and 60) in the SSHLEs analyzed. Meanwhile, the teacher agency did not appear to be altered but showed potential for improvement.

A case for hybrid BCIs: combining optical and electrical modalities improves accuracy.

Near-infrared spectroscopy (NIRS) is a promising research tool that found its way into the field of brain-computer interfacing (BCI). BCI is crucially dependent on maximized usability thus demanding lightweight, compact, and low-cost hardware. We designed, built, and validated a hybrid BCI system incorporating one optical and two electrical modalities ameliorating usability issues. The novel hardware consisted of a NIRS device integrated with an electroencephalography (EEG) system that used two different types of electrodes: Regular gelled gold disk electrodes and tri-polar concentric ring electrodes (TCRE). BCI experiments with 16 volunteers implemented a two-dimensional motor imagery paradigm in off- and online sessions. Various non-canonical signal processing methods were used to extract and classify useful features from EEG, tEEG (EEG through TCRE electrodes), and NIRS. Our analysis demonstrated evidence of improvement in classification accuracy when using the TCRE electrodes compared to disk electrodes and the NIRS system. Based on our synchronous hybrid recording system, we could show that the combination of NIRS-EEG-tEEG performed significantly better than either single modality only.

Capacitance Minimization and Constraint of CHB Power Electronic Transformer Based on Switching Synchronization Hybrid Phase-Shift Modulation Method of High Frequency Link

For the power electronic transformer based on cascaded H bridges with single inductor quad active bridge (CHB-SIQAB), this paper proposes a sub-module (SM) capacitance minimization scheme based on switching synchronization hybrid phase-shift modulation (SSHPSM) of high frequency link (HFL). Under SSHPSM, the primary side of SIQAB-stage operates in switched-capacitor mode to realize the automatic elimination of the 2 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">nd</sup> -order-frequency voltage ripple of SM capacitor without complex control, which helps to reduce the capacitance of SM and improve the power density of the system. The principle of low-frequency ripple transfer and cancellation is analyzed from the perspective of electric and magnetic coupling, and it shows that the scheme is still applicable under the influence of the non-ideal factors. The power losses distribution and efficiency of DC/DC-stage and the capacitance constraints of SM are carried out. Further the operation feasibility of the proposed scheme in the case of the typical critical conditions are evaluated, including the low-frequency operation for motor drive and the fault ride-through ability of three-phase voltage asymmetry for grid-tied conditions. Finally, the proposed scheme is verified by simulation and experiment.

Students Engagement and Students Motivation as Predictors of Learning Satisfaction in a Synchronous Hybrid Learning Space among the TVET Students

A synchronous hybrid learning space combines traditional on-site and online learning into a single learning experience to promote effective learning for both on-site and online students concurrently. It is a flexible, accessible, and engaging learning environment. There is a dearth of research on the factors that influence synchronous hybrid learner learning satisfaction as compared to traditional on-site or online learning environments. The relationship between student engagement, student motivation with student learning satisfaction in synchronous hybrid learning space was underexplored although these student learning competencies were noticeably strong predictors of student learning satisfaction in the full on-site or online settings. Hence, this study aimed to explore predictive learning competencies for student learning satisfaction in synchronous hybrid learning. A cross-sectional method was employed to collect quantitative data from 169 students of a Technical and Vocational Education and Training (TVET) institute located in Kuching, Sarawak at a given point in time. These respondents’ learning competencies and learning satisfaction in synchronous hybrid learning spaces were investigated. The research findings showed that student engagement (i.e., emotional, cognitive, and behavioural) and student motivation (i.e., intrinsic goal orientation, extrinsic goal orientation, and self-efficacy) which are found predictive in traditional on-site and online learning settings can be applied in synchronous hybrid learning space as well. The results of this study were intended to guide practices and policies related to the design and implementation of synchronous hybrid learning to add value and further substantiate the potential of this learning space.

From guides to jugglers, from audience to outsiders: a metaphor analysis of synchronous hybrid learning.

Synchronous hybrid learning (SHL) is a new instructional approach that allows on-site and remote students to participate in learning activities simultaneously. Investigating metaphorical perceptions about new learning environments may offer insights into the ways in which they are perceived by various stakeholders. Yet, research is missing a thorough investigation into metaphorical perceptions about hybrid learning environments. Hence, our goal was to determine and compare the metaphorical perceptions of higher education instructors and students regarding their roles in face-to-face versus SHL environments. When asked about SHL, participants were asked to refer separately to the on-site and remote student roles. Following the mixed-methods research design, data were obtained from 210 higher education instructors and students who responded to an online questionnaire during the 2021 academic year. Findings showed that both groups perceived their roles differently in face-to-face versus SHL. For instructors, the "guide" metaphor was replaced with the "juggler" and the "counselor" metaphors. For students, the "audience" metaphor was replaced with different metaphors for each cohort of learners. The on-site students were described as an active audience, while the remote students were described as outsiders or observers. The meaning of these metaphors will be discussed in light of the impact of the COVID-19 pandemic on teaching and learning in contemporary higher education.