Asynchronous vs.
Synchronous interaction
Dr. Terry Anderson
will settle the dispute between which form is better for distance learning
The video is set
up to look like a group of people attending a conference and the host is
showing videos before the presenter comes on stage. All of the host lines are in green and
the “movie” script is highlighted in yellow.
|
Clip of quote – “Once viewed as a less rigorous, softer, easier way to complete a course or degree, faculty now realize that the time involved in the development and delivery of a high-quality online course is substantial…There is no longer a need to spend time defining what online distance is or is not; it is now commonplace in higher education and is gaining popularity in the K-12 arena as well”
-Palloff & Pratt, 2007)
(Next slide – Now the question is what form of delivery is
best for students….Asynchronous or Synchronous)
(Clip of the Hyatt Hotel in Las Angeles, CA)
(Title slide scrolls across the screen – Technology Conference
2012)
(Clip of audience waiting to hear speaker)
(Ding, Ding, Ding,Ding)
Host : Hello I need everyone
to go ahead and have a seat. Please have
a seat and welcome to the 2012 technology conference. Before we introduce your speaker for today I
would like for everyone to have a seat sit back and watch the introduction
presentation.
(Scene of audience watching movie)
(Movie begins – The New Way to Communicate)
He’s doing it. She’s doing it. Even toddlers are doing it. From texting to
Skyping, blogging or plain talking on the phone millions of people use a
variety of tools to communicate with each other but no matter what device or
method they choose to use for interaction they are communicating in one of two
ways…synchronously or asynchronously.
(Movie clip fades out and we return to the audience)
Host: As we have just seen, technology has filtered its way into
our everyday lives and it has been no different in the world of education.
According to Durrington, Berryhill and Swafford distance education has grown
from a phenomenon offered by a few institutions to almost a universal option
that students come to expect (Durrington et al, 2006 ). In 2003 88% of educational institutions were
planning to offer asynchronous online courses (Durrington et al, 2006). “In
2005, the largest university in the United States was the University of
Phoenix, a for-profit institution featuring distance and distributed learning”
(Anderson, 2008). They specialize in asynchronous and synchronous forms of
interaction. Asynchronous courses can be
defined as courses whose communication and collaboration occur over a period of
time with no time zones restrictions (Ashley, 2003). Synchronous communication
occurs in real time or same time different place mode (Ashley, 2003).
Currently, many students still prefer face to face instruction and find
themselves in quite a bind when choosing between face to face instruction and
online distance learning programs (Durrington et al, 2006). Students in distance learning programs tend
to complain about feeling isolated and have concerns about social interaction (Cavanaugh
et al, 2004). Students with language difficulties may also feel disadvantaged
with such a heavy text learning environment (Cavanaugh et al, 2004). However,
research says that students in virtual learning school showed greater
improvement than their conventional school counterparts in critical thinking,
decision making and time management (Cavanaugh et al, 2004). The pros of
synchronous interaction include chats, discussions and dialog in real time
where students can be provided with immediate feedback (Palloff & Pratt,
2007). Often times collaboration in this
model is extremely engaging as students can go back and forth in their
discussions. However, this model often may force individuals in different time
zones to meet at the same time causing many scheduling conflicts (Palloff &
Pratt, 2007). The pros to asynchronous include the ability to connect at your
own convenience (Anderson, 2008). You
have time to think and reflect before you actually have to submit a response (Anderson,
2008). Students with language barriers
actually have time to dissect and analyze information before providing feedback
students in this model often complain about feeling isolated and lost if there
is not enough communication (Palloff & Pratt, 2007).
Before I present Dr. Terry Anderson
to settle the dispute between which forms of interaction is best for online
learning, let’s watch a video about a young career woman and student named Jordan.
VIDEO FOR THE
AUDIENCE (Only Synchronous interaction)
Setting: Home near computer
(Jordan rushes through the door
after being stuck in traffic all day to hurry and log onto her synchronous
online class)
Jordan: I can’t believe I was in traffic for that
long. I don’t even have time to relax
and get something to eat before class starts.
(She drops her purse on the floor
and proceeds to the computer. The
computer is logging on too slow and she is now late for her synchronous class)
Jordan: What is taking this computer so long? I hope I didn’t miss anything important. We are only chatting for a few minutes before
the session is over.
(several minutes later)
Jordan: Finally…
(She picks up the head set and
begins talking to her classmates)
Jordan: Sorry guys, it has been a really hectic
day. So what did I miss?
Only Asynchronous
(Jordan casually strolls through
the door after being stuck in traffic for a long time she pours herself a glass
of wine, turns on the TV and checks her phone before logging on to her
computer.)
Jordan: I hate I missed the live session but my group
members should have uploaded the discussion to my class by now.
(Jordan logs onto her classroom to
find the video loaded. She takes a of
wine but notices that she needed to ask her group members a really important
question if she was going to finish her part of the assignment tonight)
Jordan: Oh my goodness, I really
needed to hear their feedback about my response to the discussion question I
submitted. I don’t know if I was headed
in the right direction with my conclusion.
I really wish I could have been here to listen to everyone else so I
know whether I was going in the right direction and get some feedback.
Both Asynchronous and
Synchronous interaction
(Jordan walks through the door and
logs onto her computer after being stuck in traffic. She puts on her headset
and begins chatting with her other classmates)
Jordan: Hi guys, sorry I’m
late. The traffic was terrible.
Classmate: That is cool. We went over a lot of information
so I will post our discussion so you can watch it later on. Did you have any questions about your
discussion post?
Jordan: I just wanted to know if I was headed in the
right direction with my conclusion.
Classmate: Looks pretty good, but I think you that
should not just look at synchronous and asynchronous interaction in isolation,
but also how they might work together in a distance learning course and what
the benefits of having both would be.
Jordan: Great idea…I after the day I’ve had…I think I
can definitely do that. Thanks for your
feedback. I will watch the first part of
this discussion this evening and e-mail you if I have any questions.
(Slide – now let’s see what others
have to say about asynchronous vs synchronous interaction)
Host: Jordan is not the only
student who benefits for asynchronous interaction, we’ll also look at a young
lady named Tiffany who actually attends a college campus.
Interviewer: Hi how are you doing?
Do you mind if I sit next to you and interview you for a minute?
Tiffany: Oh sure, uh… I’m actually studying right now.
Interviewer: Well, that is exactly
what I was wanting to talk to you about…so, what kind of campus do you attend?
Tiffany: I attend Georgia State
University, so I do get to attend a college campus, but my professor uses
podcasts. I’m so thankful that he does
because I wasn’t feeling well and missed class the other day, but now I can
just go online and review the material. My professor is a huge advocate of using
asynchronous interaction like podcasts.
He believes podcasts can increase cognitive understanding by increasing
motivation and engagement (Traphagan
et al, 2009).
Interviewer: Were you able to get all of the material that
you needed? Did you feel like you were
missing anything because you weren’t in class?
Tiffany: Um…Yes actually, I wish
all professors would consider using some form of asynchronous interaction. The problem is that many professors don’t
feel comfortable using technology like this and the truth of the matter is,
that if a professor is not comfortable using technology, then the technology
won’t be successful (Christensen, 2002).
Interviewer: That’s awesome. I’m so glad that you were able to get all of
your work and use the podcasts as another form of learning. Thank you so much for allowing me to sit down
with you.
Tiffany: If it wasn’t for the podcasts, I would really
be lost in class tomorrow.
(clip – introducing the single
mother and online classes)
Host: Modern day lifestyles have
also had a tremendous impact on the amount of people who have to use
asynchronous or synchronous interaction.
Let’s take a little while and look at a young lady named Nicole. She is a single working mother who desires to
further her education.
(video shows Nicole holding a baby
and preparing dinner)
Interviewer: Do you mind if I ask
you if you even have time to take college courses.
Nicole: (Sigh) You would think that
with being a single mom, having to come home and cook dinner, and do everything
all day that I wouldn’t, but thank God for online courses. As soon as I put my little one to bed, I get
on the computer and I am able to complete all of my course work online.
Interviewer: Do you mind if I ask
what type of online courses you take? Asynchronous or synchronous?
Nicole: I actually take a mixture
of both. Being in my situation, I prefer the asynchronous because I can log on
at any time, I put him to bed, I get on the computer and do what I am supposed
to do but the synchronous is really helpful as well. One of the things I like about the
synchronous model is the fact that I get immediate feedback. A lot of our group members will meet online
and the professor will be there and we kinda get guided instruction. The Asynchronous courses are just a God
send. In terms of me having to work all
day long, I can log on whenever I want to.
If I catch a break on the weekend and I get onto the computer to do my course
work or post something to my blog I can do that as well. I can do that as
well. So I actually like the combination
of both. For time, of course, I like the
asynchronous better, but when it is time to turn in a project and I need a
little guidance, I prefer the synchronous model.
Interviewer: Wow…that sounds great
Nicole: Well was that all of your questions? As you can see I’m really busy.
Interviewer: Sure…I will let you get back to cooking for
your little one.
Nicole: Well thanks; it was good talking to you
Interviewer: Have a wonderful evening.
(End of the video presented
to the audience)
Host: What a great video and now without further
ado we welcome Dr. Terry Anderson.
(Crowd claps)
(Credits role)
References
Anderson, T. (Ed.). (2008). The theory and practice of
online learning. (2nd ed.). Edmonton, AB:
Athabasca University Press.
Cavanaugh, C. Gillan, K., Kromrey, J., Hess, M., Blomeyer,
R., (2004). The effects of distance education on
k-12 student outcomes: North
Central Regional Educational Laboratory (NCREL), 1-32. Retrieved from: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED489533&ERICExtSearch_SearchType_0=no&accno=ED489533
Christensen, R. (2002). Effects of technology integration
education on the attitudes of teachers and
students. Journal of Research on Technology Integration, 34(4), 412-433.
Retrieved from
Durington, V., Berryhill, A., Swafford, J., (2006).
Strategies for enhancing student interactivity in an
online
environment. Heldref Publications. 54(1), 190-193. doi:10.3200/CTCH.54.1.190-193
Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education
compared to face-to-face education. European
Journal of Open, Distance, and E-Learning.
Traphagan, T.
Kucsera, J., Kishi, K., (2009). Impact of class lecture webcasting on
attendance and
learning. Association for Educational Communications and
Technology, 58:19-37, doi:
10.1007/s11423-009-9128-7
