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Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms

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Responsive and Sustainable Educational Futures (EC-TEL 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14200))

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Abstract

Synchronous hybrid classrooms, where on-site and remote learners participate simultaneously in instruction, offer organizational and pedagogical advantages, but are also associated with pedagogical and technological challenges. To date, there are few empirical studies which investigated the use and perceived impact of synchronous hybrid classrooms on students’ engagement and learning. Prior studies have primarily targeted higher education contexts and often involved emergency scenarios during the pandemic. The aim of the present study is to evaluate a non-pandemic related, systematically developed implementation of the synchronous hybrid classroom in four Austrian vocational high schools. This paper presents results from students’ perspective about the perceived usability, social presence and the perceived impact that the synchronous hybrid classroom had on their engagement and learning. We collected data from 241 students who either participated on-site (n = 129) or remotely (n = 112). Results from independent samples t-tests showed significantly higher perceived levels of usability, social presence, and learning for on-site students as compared to their remote peers. Students’ sense of social presence and their usability perceptions turned out to be significant predictors of students’ perceived learning. Enhancing social presence in synchronous hybrid classrooms and improving the usability of the technology used can therefore be seen as important steps for maximizing its impact. In the short term, there are some techniques to achieve these steps; in the long term, however, research should also focus on teacher practices to foster successful implementations of synchronous hybrid classrooms.

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Author information

Authors and Affiliations

  1. University for Continuing Education Krems (Danube University Krems), Dr. Karl Dorrek Straße 30, 3500, Krems an der Donau, Austria

    Marlene Wagner, Gerti Pishtari & Tobias Ley

  2. Tallinn University, Narva mnt 25, 10120, Tallinn, Estonia

    Tobias Ley

Authors
  1. Marlene Wagner
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  2. Gerti Pishtari
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  3. Tobias Ley
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Corresponding author

Correspondence to Marlene Wagner .

Editor information

Editors and Affiliations

  1. KTH Royal Institute of Technology, Stockholm, Sweden

    Olga Viberg

  2. Goethe University Frankfurt, Frankfurt am Main, Germany

    Ioana Jivet

  3. Universidad Carlos III de Madrid, Madrid, Spain

    Pedro J. Muñoz-Merino

  4. University of Macedonia, Thessaloniki, Greece

    Maria Perifanou

  5. CODE University of Applied Sciences, Berlin, Germany

    Tina Papathoma

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Wagner, M., Pishtari, G., Ley, T. (2023). Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. https://doi.org/10.1007/978-3-031-42682-7_30

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  • DOI: https://doi.org/10.1007/978-3-031-42682-7_30

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-42681-0

  • Online ISBN: 978-3-031-42682-7

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