Navigating between Different Forms of Embodiment in a Synchronous Hybrid Doctoral Course

Abstract

This case study describes how we used a mix of robots and other modes of telepresence to help remote students enrolled in an on-campus doctoral level course stay connected with both people and content during synchronous hybrid class sessions. Overall, we learned that while robotic telepresence and video telepresence each had significant merit for class interaction, navigating robots during transitions was a real drawback. We also learned that quick and seamless transitions were ideal from the point of view of both students and instructors. We also learned it can be challenging to design a system for quick transitions between modes of telepresence that is easy for students and instructors to master while they are focused on the content of the course.