Synchronous Learning

Why Synchronous?

"Synchronous communication can be sued to build social interaction." (Berge Z., 2004)

""Developing team/classroom relationships is vital to success as these relationships are linked to enhanced creativity, motivation, morale, and better decisions."(Pauline D., & Yoong P., 2001)

"Synchronous online learning has been described as enhancing the sense of shared presence." (Cox G., Carr T., & Hall M., 2004)

All of the above quotes have one common theme.  The use of synchronous learning has a direct affect on a students feeling of inclusion in a course.  Students are less likely to feel like they are on an island alone struggling with the topics when synchronous learning is included into the course.  Kim, II (2014) states that peer interaction leads to greater stimulation when properly implemented into a course.  I have to agree with this.  When we interact with our peers in real time whether that be through video or audio chat we are able to gain a wealth of knowledge through discussion of a topic that we may not get from sitting, staring at a screen, and typing.  Words spoken are powerful, and can take on a different meaning when we use our voice.  We need this interaction in education that is heavily becoming reliant on web-based courses.  It keeps us connected and helps us remember we are all connected and that our learning can be enhanced by interaction with each other. 

What does this mean of the Facilitator?

As a facilitator in a synchronous session we must "address a lack of emotional and social contextual cues.  Using video casting as an instructor can help by allowing for non-verbal communication through body language." (Han, Heeyoung. 2013)  As a facilitator we can convey a lot through our body language.  We can use gestures and emblems to help get our point across to students and help them make the connection with things that we couldn't do on paper.  We also must "find a way to use high order thinking when phrasing and facilitating online synchronous discussion." (Wang, C. 2005). We need to be able to evoke deep thought in or synchronous sessions.  Ask the hard questions that allow for deep thought and for the student interaction to build and evolve the subject into something new and meaningful.  We have to use this small amount of time we have face-to-face and make the most of it!

For more one Synchronous Facilitation watch the following video.

https://www.youtube.com/watch?v=aOAI7hkosZ4

Resources:

Berge Z., (1995), Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology. 2-30.

Pauleen, D. & Yoong, P. (2001), Facilitationg Virtual Team Relationships Via Intrenet and Conventional Communication Channels. Internet ResearchL Electrionic Networking Applications and Policies 11(3), 190-202

Sulaiman F., Atan, H., Idrus R., & Dzakiria H. (2004). Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration. Malaysian Online Journal of Instructional Technology. 1(2), 58-66

Shi S., Bonk C., Tan S., & Mishra P. (2008). Getting in Sync with Synchronous: The Dynamics of Synchronous Facilitation in Online Discussions. International Journal of Instructional Technology and Distance Learning. 5(5), 1-23

Cox G., Carr T., & Hall M. (2004). Evaluating the Use of Synchronous Communication in Two Blended Courses. Journal of Computer Assisted Learning. 20, 183-193

Kim, Il-Hee 2014 Interactive Learning Environments. Jul2014, Vol. 22 Issue 4, p467-484. 18p.

Wang, C .-H. 2005 Journal of Computer Assisted Learning. Aug2005, Vol. 21 Issue 4, p303-313. 11p.

Han, Heeyoung. 2013 American Journal of Distance Education. Oct-Dec2013, Vol. 27 Issue 4, p253-264. 12p.

Asynchronous Facilitation

"It is common for learners to feel alone in distance education.  Emotional connectedness may provide support for that class but also for life-long affiliation with students, faculty, department, and institution.  Creating areas (discussion boards) for class relevant content, casual conversation, and question and answer sections.  This fosters community and connectedness." (GoodyearP., Salmon G., Spector M., Steeples C., Tickner S., 2001)

As more and more online learning opportunities arise methods for allowing students to work at their own pace and time must be in the forefront of an instructors mind when developing and implementing course work.  Asynchronous learning through the form of discussion is a main way this is achieved.  This then leaves the question what is the role of the instructor in the asynchronous discussion?  

Let's explore what research suggest that role should look like!

Prompter

The first role of the instructor is prompting.  "Instructors need to identify the right questions that foster engagement and learning" (Morris L, Xu H., Finnegan C., 2005)  Instructors have to know how to ask the question.  They have to prompt the reader with an open end question that allows for deep thought and critical thinking.  If we are not asking the hard questions the purpose of the discussion is lost, interaction decreases, and outcomes become non existent.  

Facilitator

This is the BIG one!  As instructors our main role in asynchronous discussion is facilitation.  We need to know when to add our two cents and when to let the students run on their own.  When looking at how much an instructor is involved in a asynchronous discussion in relationship to the interaction the students have with each other the instructor must be very careful to not become the dominating factor.  "An instructor must know that they have a role in the discussion, but be careful not to be too involved and hinder peer to peer learning." (Comer, D., Lenaghan, J., 2013).  Students want the instructor to be involved to show that they are involved in the learning process, but when the instructor takes over the discussion a disconnect between the students begins to form.  Students are less likely to respond and engage in contradicting and building arguments with their peers if they fear the instructor is going to trump their response.  An, Shin, and Lim (2009) found that when an instructor required the students to interact with at least two peers and then the instructor commented on each individual post the students did not feel they could freely interact.  When the instructor gave no guidance as to how many times the students must post the students were lost and only the higher level students engaged in the discussion.  When the instructor was more loose with their response but required the students to post the discussion had a much better flow and allowed for greater peer-to-peer interaction. 

Conclusion

In conclusion asynchronous learning must have an instructor that is willing to prompt and facilitated, but be able to step back and allow for student growth and depth to develop through peer interaction.  

References:

An, Heejung; Shin, Sunghee; Lim, Keol. Computers & Education. Nov2009, Vol. 53 Issue 3, p749-760. 12p.

Comer, Debra R.; Lenaghan, Janet A. Journal of Management Education. Apr2013, Vol. 37 Issue 2, p261-294. 34p.

Brown, R. (2001) The Process of Community Building in Distance Learning Classes. Journal of Asynchronous Learning Networks, 5(2), 18-35

Morris, L.. Xu, H. Finnegan, C. (2005). Roles of Faculty in Teaching Asynchronous Undergraduate Courses. Journal of Asynchronous Learning Networks, 9(1) 65-82