Asia Pacific Journal of Education

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cape20

Applying blended synchronous teaching and

learning for flexible learning in higher education:
an action research study at a university in Hong
Kong

Xiuhan Li , Yuqin Yang , Samuel Kai Wah Chu , Zamzami Zainuddin & Yin
Zhang

To cite this article: Xiuhan Li , Yuqin Yang , Samuel Kai Wah Chu , Zamzami Zainuddin & Yin
Zhang (2020): Applying blended synchronous teaching and learning for flexible learning in higher
education: an action research study at a university in Hong Kong, Asia Pacific Journal of Education,
DOI: 10.1080/02188791.2020.1766417

To link to this article: https://doi.org/10.1080/02188791.2020.1766417

Published online: 01 Jun 2020.

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ASIA PACIFIC JOURNAL OF EDUCATION
https://doi.org/10.1080/02188791.2020.1766417

Applying blended synchronous teaching and learning for flexible

learning in higher education: an action research study at a
university in Hong Kong
a
Xiuhan Li , Yuqin Yangb, Samuel Kai Wah Chua, Zamzami Zainuddina and Yin Zhang c

a
Faculty of Education, The University of Hong Kong, Hong Kong, China; bSchool of Educational Information
Technology, Central China Normal University, Wuhan, China; cDepartment of Education, Ocean University of China,
Qing Dao, China

ABSTRACT ARTICLE HISTORY

Due to the challenges of all-round development, higher-education stu- Received 12 June 2019
dents are increasingly demanding more flexible learning that goes Accepted 3 May 2020
beyond the on-campus/online dichotomy. However, university students KEYWORDS
miss learning opportunities because of the conflict of time and space. Blended synchronous
Blended learning is an effective way to create more learning opportunities learning; flexible learning;
and support university students’ flexible learning, but its implementation higher education; online
varies across contexts. This study proposed an alternative blended teach- learning; active research
ing and learning approach to solve practical problems defined in the
context of a traditional classroom in a university in Hong Kong when
students pursue flexible learning and global learning. A three-round
action research approach was used to improve the effects of blended
synchronous teaching and learning. Data collection and analysis in each
round showed that the students positively rated the implementation of
blended learning according to their needs, the quality of the technologies
adopted, and the benefits gained. This blended synchronous teaching
and learning mode was structured based on the implementation of
different actions in three rounds, bridging the gap between research
and practice in blended synchronous learning.

Introduction
In a digital era where university students face more challenges and opportunities, they must manage
multiple competing demands on their time to achieve multiple learning and life goals (James,
Krause, & Jennings, 2010). Universities and educators face a growing demand for increased flexibility
in response to different situations and groups that goes beyond the on-campus/online dichotomy
(Hill, 2014). By providing flexible curriculum design, flexible admission criteria, and flexible delivery,
flexible learning in higher education aims to create more possibilities for students’ all-round devel-
opment (Chu & Mok, 2016; Wanner & Palmer, 2015). Furthermore, various personal, portable, and
wireless devices have been widely used in university students’ everyday lives to enable them to have
a seamless electronic learning experience whenever and wherever possible (Chu & Mok, 2016).
Blended learning, supported by the development of information technologies, creates more learning
opportunities and facilitates flexible learning for university students, so that they can take full
advantage of the combination of online and face-to-face/traditional learning. However, it is difficult

CONTACT Xiuhan Li u3003557@hku.hk Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong
999077, China; Yuqin Yang yuqinyang0904@gmail.com School of Educational Information Technology, Central China
Normal University, NO.152 Luoyu Road, Wuhan 430079, China
© 2020 National Institute of Education, Singapore
2 X. LI ET AL.

to bridge the gap between online and face-to-face learning and to effectively integrate face-to-face
learning with online learning (McKenzie et al., 2013). In Hong Kong, an international island city, it is
promising and urgent to use blended synchronous teaching and learning to facilitate flexible
learning and global learning among university students (Chu & Mok, 2016). At present, due to the
coronavirus outbreak in Hong Kong and around the world, some students are limited by physical
location and cannot go back to the universities in Hong Kong to attend face-to-face classes.
Although some universities provide online learning choices for affected students, several problems
were reported by remote learners, such as poor engagement and support, leading to low learning
efficiency. In this study, we propose a blended synchronous teaching and learning (BSTL) mode to
increase flexible learning opportunities for university students, especially when they encounter
unexpected emergencies. An action research approach was implemented in five courses at
a university in Hong Kong to explore the effects of the BSTL mode on university students’ flexible
learning to achieve more learning outcomes in the digital era.

Literature review
Blended learning
Blended learning usually refers to the integration of face-to-face learning experiences with online
learning experiences (Watson, 2008). Using technology, blended learning combines the advantages
of traditional classrooms (real-time interactions with teachers/classmates) and online learning (e.g.,
no time and space constraints) to meet the economic challenges of education and learners’
personalized demand for flexibility (Chen, Lambert, & Guidry, 2010). Hastie, Hung, Chen, and
Kinshuk (2010) defined five basic elements of blended learning: the cyber classroom, the physical
classroom, the teacher, the student, and a number of classrooms or participants. Depending on
whether the cyber classroom and the physical classroom exist at the same time, blended learning is
divided into synchronous and asynchronous modes (Chu & Mok, 2016; Giesbers, Rienties, Tempelaar,
& Gijselaers, 2014; Hastie et al., 2010). Namely, synchronous blended learning should involve both
the cyber classroom and the physical classroom at the same time. Based on their study, the
distinction of related terms was shown in Table 1.
Currently, most blended learning practices in formal university courses are asynchronous as
physical classroom and cyber classroom are separated. Students mainly attend traditional face-
to-face classes, while having access to cyber learning settings (e.g., Blackboard, Moodle, Social
media) before and after traditional classes (Hastie et al., 2010; Szeto, 2014). With the rapid
development of Internet technology and growing personalized learning needs for time, place,
and resource, more attention has been paid to blended synchronous learning, which offers
real-time instruction to students (Hastie et al., 2010; Szeto, 2014). Some techniques and tools,
such as live broadcast and virtual classroom, enable learners to attend traditional classes
remotely (Dotterweich & Rochelle, 2012). Compared with asynchronous approaches, blended
synchronous learning can make the learner experience more inclusive and equitable, especially
for those who for acceptable reasons cannot physically access the classroom (Bower, Dalgarno,
Kennedy, Lee, & Kenney, 2015). It creates more opportunities for brick-and-mortar educational
institutions to provide more learning services for specific student populations, e.g., off-campus

Table 1. Distinction of the terms related to blended learning.

Cyber classroom Physical classroom Simultaneous Term
0 1 N/A Traditional learning
1 0 N/A Online learning/e-learning
1 1 1 Blended synchronous learning
1 1 0 Blended asynchronous learning
1 means “with it”; 0 means “without it”.
 ASIA PACIFIC JOURNAL OF EDUCATION 3

students participating in an academic exchange, students who need to mind children, and sick
students. Thus, these students will not miss classes although they cannot go to campus: they
can attend classes remotely and share in real-time experiences with their peers, so they do not
feel isolated. Furthermore, blended synchronous learning can help learners achieve more
learning outcomes. Bower et al. (2015) identified four types of learning outcomes in blended
synchronous learning using cross-case analysis: a) more active learning; b) increased sense of
co-presence and community; c) more flexible access to learning; and d) increased student
satisfaction. In addition, blended synchronous classes have diverse educational and economic
effects on institutions, as more part-time students can access quality higher education
resources at low cost (Bower et al., 2015).

The implementation of blended synchronous learning

Many factors are found to affect the success of blended synchronous learning, e.g., lecturers,
learners, technologies, learning activities, and the environment (Moskal, Dziuban, & Hartman,
2013). These factors can be summarized in two dimensions: instructional design and technical
support. First, teachers in blended synchronous learning should develop their instructional compe-
tence to fit this learning style and attempt to balance the experience of face-to-face and remote
students (Bower et al., 2015). Furthermore, the convenience and reliability of adopted information
technologies profoundly affect blended synchronous learning as it is Web-based learning (Wang &
Wang, 2009). Several studies have explored the possibility of different various digital tools in blended
synchronous learning, such as Skype (Cunningham, 2014), Adobe Connect (Butz, Stupnisky,
Peterson, & Majerus, 2014), Saba Centra (White, Ramirez, Smith, & Plonowski, 2010), Google social
media products (Roseth, Akcaoglu, & Zellner, 2013), and virtual worlds like Second Life (Sierra,
Gutiérrez, & Garzón-Castro, 2012).
Considering the supportive role of information technology in blended synchronous learning,
how to evaluate the success of an adopted information system is significantly important to
popularize its use (Cidral, Oliveira, Di Felice, & Aparicio, 2018). DeLone and McLean’s (2003)
information system success model (D&M IS success model, see Figure 1), a widely-used
evaluation mode (Aparicio, Bacao, & Oliveira, 2016), was introduced in this study as the
theoretical basis of assessment tools. The model suggests that user satisfaction with an
information system depends on three elements: information quality, system quality, and service
quality. Specifically, information quality indicates whether the content presented in a system
(e.g., text and video) is useful to users. System quality refers to the stability and convenience of
the technologies adopted (e.g., ease of use) in the system. Finally, service quality indicates the

Figure 1. The D&M IS success model (DeLone & McLean, 2003).

4 X. LI ET AL.

support and assistance provided to users (DeLone & McLean, 2003). These three factors have
a direct effect on how users perceive the benefits and satisfaction of an information system and
whether they decide to use it continually (Wang & Wang, 2009). This mode is easy to under-
stand, allowing researchers to integrate information technology assessment with blended
learning assessment (Cidral et al., 2018).
Although many universities have adopted blended learning to provide flexibility in terms of time and
place for a diverse student population (Boelens, Voet, & De Wever, 2018), traditional face-to-face classes
continue to dominate the day-to-day teaching of normal courses at most universities (Graham,
Woodfield, & Harrison, 2013; Lim & Wang, 2016; Owston, 2013). The common implementation of blended
learning is asynchronous, with students attending traditional classroom lectures and participating in
online post-class activities on online learning platforms (e.g., Moodle and Blackboard), as a supplement to
face-to-face classes (Szeto, 2014; Zhao & Breslow, 2013). For example, Chu and Mok (2016) presented two
examples of enhanced flexible learning for students using blended learning in Hong Kong: using wikis to
support group projects and using blogs and Facebook to support learning during extracurricular intern-
ships. However, the related online learning activities took place outside class, indicating that the blended
learning mode was asynchronous. Blended synchronous teaching and learning show more potential to
make traditional classes more flexible (Szeto, 2014; Zhao & Breslow, 2013). However, a few studies have
explored the possibility of simultaneously integrating online learning with traditional classes for both
face-to-face students and remote students in Hong Kong (e.g., Szeto, 2014). Szeto (2014) explored the
experience of students and instructors simultaneously participating in online and face-to-face classes in
a qualitative case study. However, this study divided students into two groups (online and face-to-face)
regardless of their needs and preferences. In addition, the generalization of the findings of the case study
was limited and more possibilities needed to be explored, taking into account the needs of university
students and instructors. One team member of this study proposed the idea of blended synchronous
teaching and learning (BSTL) to support university students’ flexible learning in 2016 (Chu & Mok, 2016).
This study was used to examine the effectiveness of the BSTL idea in reality by applying it to help solve
university students’ practical problems related to time and space.

Research purpose and question

This action research was motivated by the practical problems faced by a researcher in his teaching
practice at a university in Hong Kong. First, some students dropped out of academic exchange
programmes because they had to attend face-to-face classes at their home university at the same
time; otherwise, they needed to extend their study for a semester or even a year. It is unfortunate
to lose opportunities to cultivate intercultural understanding and global citizenship, which is an
important educational goal of the university. Second, it is difficult for most university students to
attend traditional classes every time because of competing schedules (Wilson, 2018). Several
students asked for study leave or skipped classes for reasonable causes, e.g., physical injury,
sickness, and attending internship programmes. Third, students did not have the opportunity to
communicate with foreign scholars for global learning. Therefore, the overarching research ques-
tion was: to what extent can BSTL help solve university students’ learning difficulties in terms of
time and space and facilitate flexible learning? Three specific research questions were listed to
direct the study:

RQ1: What practical problems of students and instructors can be addressed by the BSTL?

RQ2: How students perceive the use of the BSTL in terms of system quality, usefulness, and overall
satisfaction?

RQ3: How instructors perceive their adoption of the BSTL mode?

 ASIA PACIFIC JOURNAL OF EDUCATION 5

Methodology
Focusing on the aforementioned practical problems, we conducted an action research study in a real
higher-education setting in Hong Kong. Action research is an interactive inquiry process based on
participants’ feedback and reflection (Stringer, 2008). It aims to solve practical problems by implement-
ing and evaluating actions iteratively (Avison, Baskerville, & Myers, 2001; Creswell, 2014). Educators are
encouraged to use action research to observe, analyse, and interpret student learning in the classroom
for instructional design and decision-making (Stringer, 2008). Susman’s (1983) action research model
defines four steps: problem definition, action design, action taking, and assessment and reflection.
During action taking, data are collected to help solve problems and assess the effects of different
actions (McIntyre-Mills, Goff, & Hillier, 2011). By collecting and analysing data, educators rethink
problem-solving and adjust actions in the next round to improve the efficiency of teaching and learning
in real contexts (Creswell, 2014). This four-step process should be a “spiral” in which “investigators cycle
back and forth between data collection and a focus, and data collection and analysis and interpretation”
(Creswell, 2014, p. 580). In this study, the practical problems were defined based on real teaching
practices. In the following sections, the three-round actions implemented in the BSTL mode to address
these practical problems were described. After one action finished, the BSTL mode was assessed based
on various data sources, and reflection was provided for further improvement in the next round.

Action design and action taking

To solve the practical problems mentioned above, a BSTL approach was proposed as an alternative to
traditional classes to overcome online students’ limitation of time and space in the first round. The
traditional classes were delivered to online students who could not attend live broadcasting. Three-round
action research approach was conducted, as shown in Table 2. Under the auspices of the faculty, one
classroom was equipped with digital devices (e.g., camera, computer, and microphone) to implement
BSTL classes. Adobe Connect was used for live streaming in the first round, and a camera was placed in the
corner of the classroom to record the face-to-face lectures. New problems and challenges were identified
after the implementation of the previous round, so changes were made in the next round. For more details
on the improvements of the second and first round, please see the data analysis and results sections.

Participants
The action of the first round of this study was implemented in a course given by one of the authors of this
article in a university in Hong Kong, after identifying some practical problems faced by students. This four-
class course was a summer course for Master’s students, lasting one month. After this, this study recruited
voluntary undergraduate and postgraduate students and instructors via email with a course as a unit.

Table 2. Implementation of different actions in three rounds in BSTL courses.

Items 1st Round 2nd Round 3rd Round
Participants Postgraduates Undergraduates Postgraduates and oversea
lecturers
Objectives Provide live Provide live broadcasting for learners Support online synchronous
broadcasting for who cannot attend classes and teaching and learning and
learners who cannot provided recorded videos for all provided recorded videos
attend classes students
Tools Adobe Connect Panopto + Moodle Skype + Panopto + Moodle
Courses One master summer Two undergraduate courses (40 Two master courses in one
course (25 students) students) in one fall term spring term (20 students)
Duration 4 classes for one month 10 classes for three months 10 classes for three months
Instructional approach Pre-class online tutorial Pre-class online tutorial +online Online synchronous class +
+ online synchronous class + post-class post-class recorded video
synchronous class recorded video
Data collection Interview Questionnaire + Interview Questionnaire + Interview
6 X. LI ET AL.

Based on the consent of all students, two undergraduate courses (40 students) were involved in
the second round, and two international collaborative courses for Master’s students (20 students) were
involved in the third round, in which three instructors from overseas universities were invited to offer
online lectures to students. All participants voluntarily participated in the study without remuneration and
were informed that their participation and behaviour in research-related activities would not affect their
grades in the courses.

Instruments and data collection

Both quantitative and qualitative data were collected to provide a thorough understanding of the
research topic (Creswell, 2014). Three data sources were used to assess the effectiveness of the BSTL
approach: server log data, a questionnaire, and individual interviews. The server log data from the
Adobe Connect and Panopto software systems recorded and reflected student engagement and
learning behaviour (Zacharis, 2015). The participants who tried the online part of the BSTL approach
were invited to complete a questionnaire survey (see Appendix A). The 17-item questionnaire was
based on the D&M IS success model (DeLone & McLean, 2003) and included three aspects: system
quality, usefulness, and overall satisfaction. The technology subscale consisted of information, tech-
nology, and service (DeLone & McLean, 2003). Both were measured on a five-point Likert scale, ranging
from 1 “totally disagree” to 5 “totally agree.” For example, the students were asked to rate the “quality
of technology,” such as “I found Panopto easy to use” or “I found that the visual/audio quality of the
recorded lectures was good.” The quantitative data were analysed with SPSS 19. Cronbach’s alpha
coefficient of internal consistency was used to estimate the reliability of the instruments. Table 3 shows
that all scale items were considered reliable (>.70), except for one item of service quality.
Some participants (seven undergraduates, five Master students, and five instructors) agreed to
participate in semi-structured interviews, face-to-face or by phone. As one researcher of this study
took part in the course as a teaching assistant, the data from both students and teachers were
collected by this researcher. Each interview lasted 15 to 20 minutes in which each interviewee
answered four questions based on the D&M IS success model (2011): intention of use, quality of the
system, usefulness of the system, and suggestions.

Data analysis and results

The results of the data analysis for each round are presented, followed by the researchers’ reflections,
that were used to improve the action of teaching and learning in the next step.

Implementation of the action in the first round and results

In Round 1, the action of online synchronous classes targeted four distance students who could not
attend face-to-face classes on campus. Two of them went abroad for an academic exchange during
the classes, one participated in a summer internship, and the last one broke her ankle and stayed at

Table 3. Cronbach’s α coefficient of the questionnaire.

Number of Cronbach’s α
Type of theme items coefficient Examples of items
Information quality 2 .902 I found that the visual quality of the recorded lectures was good.
Technology quality 3 .701 I found Panopto easy to use.
Service quality 1 N/A I was satisfied with the help provided by the assistant and/or
instructors.
Usefulness 5 .873 The recorded lectures promote a thorough understanding of the
lectures.
Overall satisfaction 3 .789 Overall, I was satisfied with the blended synchronous teaching
and learning mode.
 ASIA PACIFIC JOURNAL OF EDUCATION 7

home. They attended the online live broadcast of the classes via Adobe Connect. As the number of
targeted participants was small, the interviews were conducted to collected qualitative data on their
perceptions of the BSTL approach. The coding of the students’ responses during the interviews is
presented in Table 4. All four students believed that blended synchronous learning helped them
solve the problem of being unable to attend class at university. Two students stated that BSTL
reduced their anxiety about having to extend the duration of their study in their home university, as
they could obtain all required credits on time. The student who broke her ankle suggested that there
was little difference between BSTL classes and traditional classes, aside from the fact that she could
attend them at home.
The improvements required in BSTL are presented in the suggestions section of Table 3. The main
concern was to improve the quality and ease of use of the technologies adopted. One student
reported that it was troublesome to open multiples windows on a computer. Therefore, a robust,
integrated, and stable platform should be provided by faculties or universities. Furthermore, some
students did not know how to use BSTL in class. They suggested that appropriate guidance and
assistance were necessary for students before and during the implementation of BSTL classes. In
addition, it was found that five students watched the recorded videos after class, although they had
attended the face-to-face classes. As one explained, his English was not good so that it was difficult
for him to follow what the instructor said during class. Therefore, he watched the recorded videos
repeatedly until he fully understood the content. Indeed, in Hong Kong, many students come from
mainland China and their English is not strong. Therefore, some students may want to watch the
class videos, as they have difficulty following the lectures in their first year.

Implementation of the action in the second round

Based on the results of and reflections on Round 1, some changes were made in the second round to
solve problems and improve the learning outcomes. First, Panopto was adopted as the live-
streaming tool instead of Adobe Connect, because of its better compatibility and stability.
Panopto can be easily integrated with Moodle, the official LMS used by the university so that
students can easily access it. More importantly, Panopto provides two screens, one for real-time
class recordings and the other for PPT presentations, as shown in Figure 2. Thus, distance students
can watch the lectures and PPT slideshows on the screen and communicate with their instructors
and classmates via text chat in the “discussion” field. In Round 2, dual-screen recorded videos were
therefore provided to all students in case some wanted to review the classes to enhance their

Table 4. Coding of student responses during interviews in the first round.

Theme Quote
Intention of use I hurt myself, I broke my ankle, so I couldn’t leave the house.
I was not at university because of an academic exchange programme, so I was only able to take part in the
classes remotely.
Quality of technology The live broadcast was delayed by 45 minutes from the actual starting time.
I only heard the instructor’s voice but could not see the PowerPoint (PPT) presentation.
Sometimes it took a few minutes for the instructor to figure out how to start the recording, how to use the
technology.
It was troublesome to use Adobe Connect. I needed to instal it and register my account. I also had to open
multiple windows on my computer when participating in online classes.
Usefulness It was convenient no matter where the classroom was.
It’s really difficult to attend every class in summer due to various commitments. This way, we could still
participate in classes and would not miss anything.
We could get a grade for the course by attending online classes.
Suggestions The long delay of live streaming needs to be improved.
The technique should be smoother and simpler.
The system should be able to interact faster and have better sound.
Appropriate guidance and assistance should be provided to students before and during the
implementation of the BSTL mode.
8 X. LI ET AL.

Figure 2. The dual-screen interface of Panopto.

learning. In addition, during the implementation, every course had a teaching assistant to record and
upload the videos and help the students/instructors in case of technical problems. At the beginning
of each class, the students were reminded that participation in this research was not a mandatory
part of the course and was not related to any course assessment. Both students and instructors
received a guidance document on how to use materials and technologies in the BSTL mode.

Quantitative results of the action in the second round

During the second-round action, eight students attended the online synchronous classes, and 30
students reviewed the recorded videos after class. According to Hibbert (2014), the baseline time for
watching videos is 4 minutes. Eighteen users watched the videos for more than 4 minutes on
average in this round. It seemed that most reviewers only watched one recorded lecture. Their
reasons for watching the recorded lectures were divided into four aspects: to pick up what they
missed during class (n = 16); to help complete an assignment (n = 8); to practice poor English (n = 6);
and to achieve a better grade (n = 5). Unlike the study of Zainuddin, Haruna, Li, Zhang, and Chu
(2019), which suggested that most students do not like watching pre-recorded video lectures or
studying content outside of class time due to a lack of motivation, this study showed that students
with strong motivation and needs liked to review the recorded lectures after class.
Twenty-four participants in BSTL classes in Round 2 who attended the online synchronous classes
or reviewed the recorded lectures were invited to complete a questionnaire on a five-point Likert
scale. As shown in Table 5, most students greatly appreciated the opportunity to participate in the
BSTL classes. They gave the most positive rating for usefulness items (M = 3.50, SD = 0.63), indicating
that they agreed that they benefited greatly from these classes. However, compared with other
items, the students were less satisfied with information quality (M = 2.92, SD = 0.85), such as the
visual and audio quality of the videos. As shown in other studies (e.g., Kuo, Shadiev, Hwang, & Chen,
2012), poor media quality has a negative effect on students’ use of online learning tools and
platforms.
 ASIA PACIFIC JOURNAL OF EDUCATION 9

Table 5. Students’ ratings of evaluation items of blended learning in the second and third rounds.
Nonparametric test (Kruskal-Wallis)
Variables of Change Group N M SD Effect size (Cramer’s V) Z Sig.
Information quality Undergraduates 24 2.92 0.85 .523 −.67 .505
Postgraduates 12 2.68 0.91
Technology quality Undergraduates 24 3.29 1.08 .328 .958 .958
Postgraduates 12 3.37 0.64
Service quality undergraduates 24 3.12 0.74 .377 −.267 .789
Postgraduates 12 2.92 1.16
Usefulness Undergraduates 24 3.50 0.63 .626 −.27 .787
Postgraduates 12 3.50 0.75
Overall satisfaction Undergraduates 24 3.33 0.92 .773 −1.43 .152
Postgraduates 12 2.75 1.48

Qualitative results of the action in the second round

The results of interviews were coded following a similar framework in the first round (see Appendix B).
Similar to the results of Round 1, most distance students attended the online synchronous classes
based on their instructors’ approval, as for different reasons they could not go to campus for face-to-
face classes. The students thought that the online synchronous classes helped solved their practical
difficulties of attending traditional face-to-face classes. They felt that the BTSL approach was conve-
nient as they could join classes wherever they were. It also created the feeling of a real classroom for
remote students, as stated by one interviewee: “it was almost the same as being there in person.” One
student who requested sick leave used the BSTL approach to catch up on missed classes. She felt that
there was little difference in learning efficiency between BSTL classes and traditional classes, aside from
the fact that she could attend them at home. It is common for students to request sick leave at
university, and the attempt of the BSTL approach seems to address this problem.
Many students suggested that the recorded lectures uploaded to Moodle could support their self-
directed learning. They often forgot some key points, thus the recorded lectures helped them
remember these points and reinforce their understanding of difficult concepts. As one interviewee
stated: “I can watch the recorded videos whenever I want and wherever I am. I can fast forward and
backward to any key point I missed during the lectures. It is useful for me to pick up some difficult
concepts mentioned in the classroom.” One instructor reported that the students tended to watch the
recorded lectures first instead of asking him about the content of the lectures. He pointed out that
this innovative learning mode only works when students have a strong desire to learn and strong
self-initiative to take advantage of it.
Both students and instructors suggested that the techniques and tools involved in the BSTL
approach were easy to use. The students could easily access the recorded videos through
a hyperlink in Moodle and could fast forward and backward to any key point of the recorded videos
they wanted to review. The instructors in the second round did not feel that it was difficult to operate
Panopto. They indicated that there was little difference when they prepared for BSTL classes and
traditional face-to-face classes. The only difference was the need to turn on Panopto and use
a microphone to record their lecturing in the physical classroom. Their lectures were live broadcasted
for remote students. The instructors did not think the BSTL approach add much work to the traditional
classes and did not feel overburdened during the process. As one instructor stated, “I adopted it because
it would not interfere with my normal teaching.” Another instructor explained, “I teach as I taught before.”
However, Internet connection problems occasionally occurred during live streaming, causing
some frustration. In some cases, online students could not directly receive instructor feedback due to
a significant delay in the software system when typing messages during online synchronous
streaming. In addition, some students suggested that this blended learning approach should provide
more opportunities to communicate with scholars and students abroad. One instructor hoped that
this blended learning approach could help him teach online when travelling abroad for academic
10 X. LI ET AL.

conferences during class time. In the past, he usually cancelled or rescheduled his classes. Also,
students who sat in class were asked to use a microphone to record their voice when speaking (e.g.,
asking and answering questions), which made them shy.

Implementation of the action in the third round and results

To explore more blended synchronous learning opportunities in higher education in Hong Kong,
two international collaborative courses were offered to Master’s students in Round 3, which included
three invited instructors from overseas universities. Twenty Master’s students participated in experi-
mental courses 10 times in three months. With the support of the BSTL approach, the instructors
gave online lectures via Skype, and the students sat together in the classroom to receive these
lectures. Only two students reviewed the recorded lectures after class. As shown in Table 5, the
results of the questionnaire indicated that the overall satisfaction of postgraduate students was
slightly low (M < 3, SD = 1.48). Specifically, they rated “information quality” (M = 2.68, SD = 0.91) and
“service quality” negatively (M = 2.92, SD = 1.16), but rated “system quality” (M = 3.37, SD = 0.64) and
“usefulness” positively (M = 3.33, SD = 0.92). A nonparametric test with a significant level of 0.05 (two-
tailed) was used to reveal the difference between undergraduate and postgraduate students, as the
dataset was small and violated the normal distribution. No significant difference was found in each
variable between the two groups, although the overall satisfaction of postgraduate students
(M = 2.75, SD = 1.48) was lower than that of undergraduate students (M = 3.33, SD = 0.92).
The interviews were also conducted with students and instructors. The students suggested that this
approach was a cost-effective way to learn from overseas scholars. However, they preferred the face-to-
face interactions of a traditional classroom to online interactions. This suggests that they prefer
traditional teaching and learning unless it is impossible. The three overseas instructors reported that
the related techniques were easy to use. They uploaded learning materials on Moodle before class and
used Skype to give their lectures, which was similar to the flipped classroom described by Tucker (2012).
The teaching assistant helped them connect with the students and record the lectures for uploading.
However, it was found that student engagement was not positive, as the instructors were separated
from the students. Therefore, the instructors used some online interactive tools, such as Google Docs or
Backchannel, to encourage the students to participate in the online collaborative learning activities.

Summary of the BSTL approach

Based on the implementation and reflection on different instructional actions in three rounds, the
BSTL mode framework was developed, as shown in Figure 3. The BSTL mode not only provided
synchronous delivery but also asynchronous support. Blended synchronous teaching in face-to-face
and real-time online classes was offered to distance learners to learn together with traditional
learners present in the classroom. Furthermore, as unpredictable factors could interrupt the live-
streaming process, or some students could miss real-time live streaming, the whole class was
recorded as a video and uploaded to the LMS. All students were able to watch the recorded videos
several times to improve their learning based on their needs and preferences after class. The
combination of asynchronous and synchronous communication had a more positive effect on
flexible learning than simply adopting either mode (Giesbers et al., 2014). The BSTL approach was
improved based on practice and reflection by changing the action in each round. Finally, this
approach supported university students’ flexible learning and self-regulated learning to achieve
multiple goals in higher education. Based on previous blended learning modes, the BSTL approach
served more groups of learners with its more flexible implementation.
 ASIA PACIFIC JOURNAL OF EDUCATION 11

Figure 3. The BSTL mode framework.

Discussion
Overview of the main results
According to the data analysis in the three rounds, the results showed that the BSTL mode helped
solve practical problems in different learning contexts and enhanced students’ in-depth learning. By
analysing the responses of different participants (distance students, recorded video reviewers, and
instructors), the usefulness of the BSTL mode was reflected in two aspects, convenience and
improvement, showing that it made learning more flexible and personalized.
First, the BSTL mode enabled the students who could not go to campus to attend classes. For
example, some of them went abroad for an academic exchange or internship, and others were on sick
leave. They believed that the BSTL mode helped reduce their anxiety about needing to extend the
duration of their study in their home university because they could not get all required credits in time.
Furthermore, the BSTL mode helped students with language problems to follow the courses. The
recorded lectures helped freshmen adjust at the beginning of their study in Hong Kong. Some students
with no language problems nevertheless watched the recorded lectures to better understand the
course content. This enabled them to thoroughly understand the content of the course and be well
prepared for the final tests or assignments. As the BSTL mode was integrated into the university’s
Moodle system, all participants felt that it was convenient to access. In addition, the BSTL mode helped
instructors conduct distance lectures to offer more opportunities for students to enhance their
international learning experience without needing to go abroad. In other words, with the BSTL
mode, Hong Kong students can share educational resources around the world at a low cost. It is also
useful for instructors travelling abroad for academic conferences during class time. With the BSTL
mode, instructors can deliver lectures on the Internet and do not need to reschedule their classes.
12 X. LI ET AL.

Student engagement in BSTL classes

The term “engagement” refers to the time, effort, and other relevant resources invested by students
in educational activities (Trowler, 2010). In this study, the participants were not forced to attend
learning activities related to the BSTL mode. The server log data indicated that 17 students attended
the live broadcast, and 37 reviewed the recorded videos. This means that 43.53% of the students
freely used the BSTL mode at least once. The percentage was generated naturally, as the activities
related to the BSTL mode were not compulsory in the five courses, and the participants used them
based on their self-determination. Students’ self-determination for BSTL mode results from their
motivation and needs, which play a key role in self-regulated learning (Butz et al., 2014; Schunk &
Zimmerman, 2012). Personal needs refer to what they used the BSTL mode for. In this study, three
personal needs were reported: physical limitation, academic improvement, language improvement.
Students’ perceptions of the usefulness of the BSTL mode were closely related to their motivation
and needs. The instructors also emphasized that the effectiveness of the BSTL mode largely
depended on the students’ needs and the actual use of this mode. They saw the advantages of
the BSTL mode and encouraged students to make full use of it. They thought that the recorded
videos were beneficial not only for students for in-depth learning but also for teachers to share
teaching resources.
Also, student engagement in the BSTL mode was associated with course content, teaching strate-
gies, and ease of use of the adopted platforms. Consistent with the results of previous studies (Kuo
et al., 2012; Szeto, 2015), this study indicated that online learners did not only want to be observers but
also wanted to interact and collaborate with offline instructors and peers. In one course, the instructor
used social media to facilitate interactions between online and offline students, such as Backchannel
and Facebook. Interestingly, it was discovered that the students were more active in typing messages
in Backchannel or Facebook than speaking in class. In addition, compared with reading text materials,
watching videos with PPT slideshows and instructor explanations was more interactive.

Instructors’ adoption of the BSTL mode

As instructors develop and implement courses, their adoption is essential for the implementation of
any blended learning mode (Graham et al., 2013). In this study, the instructors were willing to apply
this BSTL mode because they believed that it was useful for students and the workload was light. The
benefits gained by the students were the primary consideration of the instructors, although the
faculty did not ask them to do so. Furthermore, instructor workload was a major factor affecting their
adoption of blended learning (Graham et al., 2013). That is, if they felt overworked, they would reject
the BSTL mode in the future. In Round 2 of this study, the instructors indicated that they prepared to
teach for BSTL classes in the same way as traditional classes. The only difference required was to turn
on Panopto and use a microphone to record their voice during BSTL classes.
Although the limited interactions with online students were seen as a weakness, both instructors
and students were happy to take on the minimal extra work. The aim of the BSTL approach was to
broadcast live traditional classes for online students. In Round 3, the instructors had to teach online,
which required different preparation than for traditional face-to-face teaching. However, the online
instructors reported that they did not feel that the workload was too heavy because of the ease of use
of the technologies adopted and the help provided by the teaching assistant. The light workload of the
BSTL mode encouraged them to be willing to use it for future courses if students needed it. This
acceptance of instructors is essential for the popularization of the BSTL mode at the university level.

The implications of action research for the practice of blended/online learning

By developing the BSTL mode in each round, this action research solved some problems related to
teaching at a Hong Kong university. The success of the BSTL mode has several implications for the
 ASIA PACIFIC JOURNAL OF EDUCATION 13

practice of blended learning and online learning. First, students are motivated to take full
advantage of blended or online learning by their needs. Second, the quality of the technologies
(e.g., synchronous delivery and recorded videos) is a strong contributor to learner engagement
and satisfaction in online learning. In addition, the effects will improve if all learning tools and
platforms are integrated systematically and the technologies are user-friendly. More real-time
communication tools should be used to promote interactions between students and teachers,
even in face-to-face classes.
In blended learning, collaboration between two student cohorts plays a key role in facilitating
student engagement and learning motivation (Stewart, Harlow, & DeBacco, 2011). Consistent with
the results of previous studies, this study showed that online students did not want to only be
observers, but also wanted to interact with instructors and peers offline. Furthermore, instructors’
adoption of the BSTL mode depends mainly on the workload of the technologies adopted and the
needs of students. Most teachers will adopt the BSTL mode if students have a strong need for flexible
learning. However, if they have difficulty using the technologies adopted, some teachers will give up.
The results of the instructors were consistent with the study of Porter, Graham, Bodily, and Sandberg
(2016), which presented a qualitative analysis of institutional drivers and barriers to the adoption of
blended learning in higher education. Moreover, faculty support plays a key role in the implementa-
tion of the BSTL mode, such as allowing online classes to obtain credits, providing equipment and
financial support, and offering the help of teaching assistants. Stronger administrative systems are
needed to support the implementation of blended teaching and learning (Owston, 2013). Also, the
issue of privacy should be taken into consideration when implementing any blended synchronous
teaching and learning, as one instructor suggested.
Finally, this study provided an example of implementing action research to improve the practice
of teaching and learning and bridge the gap between research and practice, in which the researchers
were involved. The practical problems were identified by one of the authors during teaching, and
another author acted as a teaching assistant in the courses. Actions were taken in each round to
improve teaching and learning efficiency and student satisfaction.
Some limitations of this study must be acknowledged. The first limitation derives from the
exploratory nature of this action research in a real situation of teaching and learning: no control
group was defined to compare the learning outcomes of the experimental group. Second, some
technical problems emerged, leading to a decline in student engagement in BSTL. Finally, the
instructors received only tools and technical support to implement the BSTL mode, with little advice
on instructional design or pedagogy. The results may vary to some degree based on instructors’
characteristics, teaching strategies, and learning activity design. Further research on improving the
effects of the BSTL mode is needed. More useful strategies, tools, and activities for instructional
design should be explored in future work.

Conclusion
After the implementation of improved actions in three rounds in five courses, the results showed
that the BSTL approach solved the practical problems faced by the participants and facilitated
flexible learning in higher education. The students indicated that the BSTL approach was useful in
terms of convenience and in-depth learning. In addition, the instructors did not find this mode too
complex or difficult to adopt. As a theoretical contribution, the BSTL mode was constructed based on
the practice and reflection of action research. Overall, this study provides an empirical and theore-
tical basis for higher education to promote flexible learning programmes.

Disclosure statement
No potential conflict of interest was reported by the authors.
14 X. LI ET AL.

Notes on contributors
Xiuhan Li, is a PhD student in the Faculty of Education at the University of Hong Kong. Her research interests includes
but are not limited to educational technology, distance education, and e-learning.
Yuqin Yang, is an Associate Professor at the School of Educational Information Technology in Central China Normal
University. She obtained her PhD degree from the University of Hong Kong. She has published many works regarding
knowledge management and educational technology.
Samuel Kai Wah Chu, is an Associate Professor at the University of Hong Kong. He obtained two PhDs in Education: one
focusing on e-Learning from the University College London, Institute of Education and another one focusing on
Information and Library Science from the University of Hong KongHKU.
Zamzami Zainuddin is a PhD student in the Faculty of Education at the University of Hong Kong. His studies focus on
gamified learning and flipped classroom.
Yin Zhang, is an Associate Professor in the Department of Education at the Ocean University of China. She obtained her
PhD degree from the University of Hong Kong.

ORCID
Xiuhan Li http://orcid.org/0000-0003-4098-123X
Yin Zhang http://orcid.org/0000-0003-0377-5816

Data availability statement

The provided dataset is the results of the questionnaire survey descripted in the manuscript.
The data that support the findings of this study are openly available
Data openly available in a public repository that issues datasets with DOIs: in10.6084/m9.figshare.11357012

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Appendices

Appendix A
Questionnaire about the Blended synchronous teaching and learning (BSTL) classroom
Purpose: Our new BSTL classroom enables students to attend classes face-to-face or online. This questionnaire tries to
understand your experience in using the BSTL classroom (MW413).
Course name:
Student name:
Student Engagement with the blended learning in the BSTL classroom
1. Please rate the following items (1 as “not at all” and 5 as “very much so”) regarding student engagement in
related to BSTL classroom.

Items Not at all Very much so

1.1 I reviewed specific parts of recorded class lectures for deep understanding. 1 2 3 4 5
1.2 I listened/watched the recorded lectures regarding the course carefully. 1 2 3 4 5
1.3 I took good notes over the recorded lectures to make sure I understand the material. 1 2 3 4 5

Student Satisfaction with the technologies in the BSTL classroom

2. As for the satisfaction about the BSTL classroom, to what extent do you agree on the following views?

Totally disagree total

Items agree
2.1 I found the visual quality of the recorded lectures was good. 1 2 3 4 5
2.2 I found the audio quality of the recorded lectures was good. 1 2 3 4 5
2.3 I was satisfied with the recording of PPT slideshow which was synchronized with teacher’s 1 2 3 4 5
explanation.
2.4 I was satisfied with the instruction on using Panopto regarding joining the classes real-time & 1 2 3 4 5
viewing the recorded videos.
2.5 I was satisfied with the help provided by the assistant and/or the lecturer when I encountered 1 2 3 4 5
problems related to Panopto.
2.6 The BSTL mode of teaching & learning (face-to-face & online class & recorded class videos) 1 2 3 4 5
was better than the traditional face-to-face mode of teaching and learning.
2.7 I found Panopto easy to use. 1 2 3 4 5
2.8 I wish that the BSTL mode of teaching & learning can be implemented in my other courses. 1 2 3 4 5
2.9 Overall, I was satisfied with the BSTL way of learning. 1 2 3 4 5

Learning effectiveness with the technologies in the BSTL classroom

3. Regarding the effectiveness of the recorded lectures, to what extent do you agree with the following items?

Very ineffective Very

Item effective
3.1 The recorded lectures promote in-depth understanding of lectures 1 2 3 4 5
3.2 The recorded lectures enable students review the missing lectures 1 2 3 4 5
3.3 To overcome some difficult concepts by reviewing the recorded lectures several times 1 2 3 4 5
3.4 To overcome the difficult parts of assignments by gaining a better understanding of the 1 2 3 4 5
relevant recorded lectures
3.5 To enable students review the recorded lectures at their own pace (fast forward, pause, 1 2 3 4 5
replay, etc.)
3.6 The recorded lectures helped me do well in the assessments and obtain a better grade for this 1 2 3 4 5
course

Self-determined motivation for the BSTL model

 ASIA PACIFIC JOURNAL OF EDUCATION 17

4. Please choose the main reason(s) why you reviewed the recorded lectures on Moodle. (Choose no more than 2)
● The lecturer required us to do so as homework.
● I reviewed the recorded lectures to help complete assignments.
● I was able to pick up what I missed in the class by reviewing the recorded lectures.
● I wanted to achieve a better grade for this course by reviewing the recorded lectures.
● Others reasons, if any ———–———

5. For the specific parts of the recorded lectures, to what extent are you interested in the following items?

Item Not at all Very much

5.1 The teachers’ lecturing and tutorials 1 2 3 4 5
5.2 The group discussion 1 2 3 4 5
5.3 The students’ presentation 1 2 3 4 5
5.4 The PPT slideshow with teachers’ explanation 1 2 3 4 5

6. Do you have any suggestion for improving the BSTL classroom?

Interview outline
(1) Please indicate why you chose to watch the recorded videos in the BSTL class.
(2) Do you think the BSTL classroom makes it convenient to take the course? Why or Why not? Please elaborate.
(3) Do you think the BSTL classroom enhanced your deep learning for the course? (If yes, how? Please elaborate)
(4) Compared BSTL classroom with traditional classes, which one do you think is more effective? Why?
(5) Which sort of recorded videos interests you to review in this course? (Please elaborate)
(6) Do you see any room for improvement regarding the BSTL Classroom?

Appendix B. Coding of students’ response in interviews in the 2nd round

Theme Students’ answer Instructors’ answer

Intension of use I had a travel plan away in Hong Kong at class Meet some students’ requirements.
time, but I needed to participate in our group
presentation.
I was not in HKU due to an academic exchange
programme.
I asked for leave to go home in mainland China.
Quality of technologies The camera angle is fixed so that sometimes the The teaching assistant’s help was very useful.
teacher went out of the horizon of the camera. It is easy to operate Panopto and Moodle.
I could only hear the voice of the professor, while
all the students’ voice was missed because they
didn’t like using a microphone.
I liked the design of the dual-screen interface of
Panopto
The instructors
There was a big delay in terms of when the
instructor would get what I was typing.
Usefulness It’s almost the same as being there in person. More students reviewed the recorded lectures first
We could get the score of the course through instead of asking me if they had questions
attending online classes. regarding the content of my lectures.
We don’t need to worry about the extension of the It depends on students’ needs and self-initiative to
length of study in my mother university and take full advantage of this blended learning.
thus finishing the credit punctually if we plan
to go abroad for exchange.
I reviewed the recorded lectures to enhance my
learning.
Suggestion Have more opportunities to communicate with It could be better if I can teach online when I go
scholars and students overseas with this new abroad for an academic conference during
learning way. class time.
The camera setting should be flexible. It can be a good way to share teaching resources
between teachers.