time is precious...
Welcome to Learning Event 4 (#LE4): Time is precious...spend it wisely
(Need more info about Learning Events in general? Visit the Learning Commons for a full description of this series.)
Learning Event 4 (#LE4) focuses on maximizing synchronous and asynchronous communication to connect with students and with each other. Technology has changed the way we work in the classroom. Our learning environments are no longer confined to physical spaces, nor do we need to have all of our students in the same physical place to operate.
However, communicating with remote learners is not without challenges. When your students are spread across geographic areas--and maybe even time zones--it’s tough to schedule a group meeting. This is made even more challenging by learners' and course instructors' different schedules and commitments. To make remote communication more effective, instructors must understand the difference between synchronous and asynchronous communication, weigh the affordances and constraints each form offers, and use their pedagogical and content expertise (that is, their technological pedagogical content knowledge) to determine which is best.
Definition:
Synchronous means working together at the same time. Good examples in online learning include chat rooms and online video conferences. In a chat room, student comments are relayed immediately, enabling a real-time discourse. Online video conferencing tools (e.g., Skype, Zoom) enable real-time conversations to take place online. Learning using synchronous communication is enhanced because real-time conversations allow learners to explore, through writing or talking, the class concepts. The act of verbalizing their thoughts and questions helps students build bridges between different ideas and concepts, and thus retain information more effectively. Synchronous communication also allows for real-time, immediate feedback from peers and the course instructor.
Asynchronous means communicating and relaying of information with a time lag. Discussion forums and email are two examples of asynchronous communication in online learning. The delay between sending and receiving messages in asynchronous communication can often be helpful because students have plenty of time to formulate thoughts. When communicating via email, for instance, students can respond thoughtfully to a question or topic they might have answered incompletely in a real-time conversation. Asynchronous means of communication allow students to “push pause” and internalize information, research new ideas, or merely spend more time in contemplation. Asynchronous communication builds in time for student reflection and self-paced learning.
If you already have designed and rolled out your course but need to move your work online, begin by considering the learning objectives and end goal of the course. As you adjust to online spaces and digital tools, consider the content, learners, and tools you have at your disposal. Think about time, space, place, and tools students will use as they engage with course content.
If you make changes mid-semester, use the opportunity to talk with students about their familiarity with some of the tools and spaces you’d like to use. Be sure to let them know that you are experimenting with these different elements to help them achieve and succeed during the remainder of the semester.
Check out the materials presented below to learn and engage more!
READ
Asynchronous and Synchronous E-Learning - Stefan Hrastinski. "...three types of communication in particular are important for building and sustaining e-learning communities: content-related communication, planning of tasks, and social support.”
Benefits of Synchronous and Asynchronous e-Learning - Michael Higley. "It is clear from the research that the technologies associated with synchronous and asynchronous learning can improve the quality of student-teacher interactions, foster increased student engagement, and improve learning outcomes."
Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research - Genevieve Marie Johnson. "Individuals who used both synchronous and asynchronous forms of online discussion were the most likely to complete required course activities."
WATCH
Synchronous & Asynchronous Learning in an Online Course (6:43)
8 Lessons Learned from Teaching Online (4:11)
Synchronous and Asynchronous Activities in Blended Learning (9:09)
DISCUSS
How can we leverage synchronous and asynchronous communication and learning to support all learners?
DO
Consider your content expertise, pedagogical knowledge, and students as you identify opportunities to utilize synchronous and asynchronous learning.
Make it happen:
While synchronous and asynchronous learning both have advantages and drawbacks, the best approach for any single element of a course is based on multiple factors. These four questions can help you choose between synchronous and asynchronous learning:
What are your students' learning needs? Your students may be accustomed to lots of peer interaction, and look forward to “talk time” in class. In this case, synchronous learning may work best.
What disciplinary content do you need to communicate? Does your content area include many complex ideas and technical terms that build on each other? You might need to create synchronous opportunities for students to ask questions and receive immediate feedback and correction, if needed. Do students in your content area need time to digest and reflect on texts, previous discussions, or a lecture before applying new knowledge and skills? If so, asynchronous may be the best choice.
What are your students' other commitments? Learners who opt for a distance or virtual course may do so because they work during traditional school hours, have an unpredictable work schedule, or care for family members throughout the day. In these situations, asynchronous forms of communication work well because students can choose when and where they work.
Do your students have reliable access to high-speed Internet and digital tools? Online video conferencing tools enable real-time conversations and let you address student concerns immediately, but synchronous communication may be a challenge if students (and faculty) do not have a good Internet connection or the equipment necessary to use these tools at the appointed time. Remember, your goal is to make sure all learners can engage and connect.
We would love to hear about what you created or implemented as a result of this Learning Experience! Please send an email to onlinelearningcommons@gmail.com if you have something to share!