Ladies and Gentlemen, Boys and Girls, here is the moment that we have all been waiting for!!! The FINAL COPY!!! Asynchronous vs Synchronous Interaction

http://youtu.be/A8rcbcakk7o

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

http://mytechtips.pbworks.com/f/Effects%20of%20Technology%20Integration%20Education%20on%20the%20Attitudes%20of%20Teachers%20and%20Students%20(1).pdf

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