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Across two years, survey and grade data showed attendance, interaction, instructor communication, and general distractions as core influences on student learning. Students reported positive effects from remote access, the ability to ask questions, teaching style, and more summer time, while negative effects stemmed mainly from busy schedules, BSL-related technical issues, and typical summer distractions. Results indicate attendance is a key predictor of grades, regardless of delivery mode, with remote options offering access without perceived negative learning impact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-influence-of-attendance-communication-and-distractions-on-the-student-learning-experience-using-blended-synchronous-learning/596103/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-influence-of-attendance-communication-and-distractions-on-the-student-learning-experience-using-blended-synchronous-learning/596103.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning delivery format was used in the study?","Question",{"text":112,"@type":113},"The course used blended synchronous learning (BSL), allowing students to attend live in person or remotely via a synchronous live stream over the internet during a summer semester.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors were identified as main influences on the student learning experience?",{"text":117,"@type":113},"Attendance, interaction, communication with the instructor, and general distractions were the main themes affecting student learning experience both positively and negatively.",{"name":119,"@type":110,"acceptedAnswer":120},"How did attendance relate to student grades in the results?",{"text":121,"@type":113},"After correcting for GPA, attendance was a key indicator of student grades regardless of whether students attended remotely or face-to-face; students attending more than 75% of lectures performed about 12% better (p=0.0093).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596103,1792190579,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 2 | Article 11 |\n| --- | --- |\n| Fall 09-30-2020\u003Cbr>The Influence of Attendance, Communication, and Distractions on the Student Learning Experience using Blended Synchronous Learning\u003Cbr>Julie Vale\u003Cbr>University of Guelph, [jvale@uoguelph.ca](jvale@uoguelph.ca)[ ](jvale@uoguelph.ca)Michele Oliver\u003Cbr>University of Guelph, [moliver@uoguelph.ca](moliver@uoguelph.ca)[ ](moliver@uoguelph.ca)Ryan M. C. Clemmer\u003Cbr>University of Guelph, [rclemmer@uoguelph.ca](rclemmer@uoguelph.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.2.11105](https://doi.org/10.5206/cjsotl-rcacea.2020.2.11105) |  |\n\nRecommended Citation  \nVale, J., Oliver, M., & Clemmer, R. M. C. (2020) . The influence of attendance, communication, and distractions on the student learning experience using blended synchronous learning The Canadian Journal for the Scholarship of Teaching and Learning, 11(2). [https://doi.org/10.5206/cjsotl-rcacea.2020.2.11105](https://doi.org/10.5206/cjsotl-rcacea.2020.2.11105)  \nThe Influence of Attendance, Communication, and Distractions on the Student Learning Experience using Blended Synchronous Learning  \nAbstract  \nA second-year engineering course at the authors’ institution was offered via a blended synchronous learning (BSL) method of delivery whereby students could choose to attend lectures live (face-to-face) or remotely (via a synchronous, live stream over the internet) during a summer semester. Survey and grade data were collected across two years of this offering. Attendance, interaction, communication with the instructor, and general distractions were main themes affecting the student learning experience both positively and negatively. Specifically, students found the remote access, the ability to ask questions, the teaching style, and having more time during the summer semester as positive aspects to their learning experience. Negative influences on their learning experience related primarily to their busy work schedules, technological issues associated with BSL, and typical summer distractions. Critically, our results indicate that attendance is a key indicator of student grades (after correcting for GPA), regardless of whether students attended lectures remotely or face-to-face: students attending more than 75% of the lectures performed on average 12% better than students who did not (p=0.0093) . The consensus in the student comments was that the remote attendance option allowed students to attend in situations where the alternative was no attendance at all, implying that the potential gain in grades due to higher attendance may outweigh any potential impact the mode of attendance may have. Overall, a synchronous, remote attendance option may provide alifeline to students who would not otherwise be able to attend a course, and (assuming a mode of interaction, such as the synchronous chat, is available) students do not perceive remote attendance as having a negative influence on their learning.  \nUn cours de deuxième année en génie dans l’établissement de l’auteur a été offert par le biais del’apprentissage mixte synchrone, où les étudiants pouvaient choisir d’assister aux cours magistrauxen personne ou à distance (par le biais de diffusions synchrones sur internet) au cours d’un semestred’été . Des données ont été recueillies (sondages et données sur les notes obtenues) au cours de deux années pendant lesquelles ce cours avait été offert selon cette méthode. L’assiduité, l’interaction et la communication avec l’instructeur, ainsi que les distractions générales, étaient les thèmes principaux qui ont affecté l’apprentissage des étudiants, tant positivement que négativement. Plus précisément, les étudiants ont trouvé que l’accès au cours à distance, la possibilité de poser des questions, le styled’enseignement et le fait d’avoir davantage de te","cbCaii26P3k6uc4m","https://ap.wps.com/l/cbCaii26P3k6uc4m","pdf",369119,25,"English","# Abstract\n## Course delivery and data collection\n## Factors influencing learning experience\n## Attendance, grades, and delivery-mode implications","[{\"question\":\"What learning delivery format was used in the study?\",\"answer\":\"The course used blended synchronous learning (BSL), allowing students to attend live in person or remotely via a synchronous live stream over the internet during a summer semester.\"},{\"question\":\"Which factors were identified as main influences on the student learning experience?\",\"answer\":\"Attendance, interaction, communication with the instructor, and general distractions were the main themes affecting student learning experience both positively and negatively.\"},{\"question\":\"How did attendance relate to student grades in the results?\",\"answer\":\"After correcting for GPA, attendance was a key indicator of student grades regardless of whether students attended remotely or face-to-face; students attending more than 75% of lectures performed about 12% better (p=0.0093).\"}]","The Influence of Attendance, Communication, and Distractions on the Student Learning Experience using Blended Synchronous Learning | PDF",1792082444,63]