Online, mixed, hybrid, synchronous and asynchronous collaborative environment

In this activity, you will learn about different forms of digitally mediated teaching and collaborative learning in the microlesson Osnovni pojmovi hibridne i online nastave and then read the article: Batarelo Kokić, Ivana and Rukavina, Suzana. Primjena suradničkog učenja u mješovitom obrazovnom okruženju. Život i škola, vol. LVII, br. 25, 2011, pp. 24-33.  

While reviewing the microlesson, pay attention to the role of teachers and students in each type of environment, the requirements that such models pose in terms of planning, communication and technical support, and the advantages and challenges that each type of approach brings.

After the microlesson, read the aforementioned article, which discusses in detail the application of collaborative learning in a blended environment. The authors analyze how the combination of contact and online work can create conditions for active participation, the development of communication and team skills, and a deeper understanding of the content. Pay attention to examples of methods and activities that encourage collaboration among students and the factors that influence the success of such forms of learning (such as a clear structure, teacher support and digital tools).

The goal of the activity is to identify how different types of online, hybrid, synchronous, and asynchronous environments can effectively connect with collaborative learning approaches in higher education. As you read and watch, take note of key differences and similarities between the models and consider which form of collaborative environment would be most appropriate for your courses and learning goals. These notes will be useful in many later activities in this e-course.