Synchronous and asynchronous communication tools are used to facilitate collaboration between individuals and groups of people, and are particularly useful for e-learning environments. Synchronous communication occurs in real time and can take place face-to-face, and as technology has evolved, can take place irrespective of distance (ex. telephone conversations and instant messaging). Asynchronous communication is not immediately received or responded to by those involved (ex. emails and message board forums which allow people to communicate on different schedules). To enhance collaboration between people, many software applications offer a blend of synchronous and asynchronous technology. The focus of this wiki is an examination of synchronous and asynchronous communication tools for e-learning and collaboration.
Online learning has altered the role of educators from
being the sole body of knowledge to being a facilitator of the learning process
(Voerwall & Alderman, 2007). Within an online learning environment the
interaction between students and teachers is primarily asynchronous; one too
many technology. One teacher too many different students in different locations
and working in different time zones. Asynchronous instruction is often
delivered through text, audio, and video communications (Anderson, 2004).
Asynchronous communication first developed when people
were able to scratch out small pictographs. This type of communication was
refined with the creation of written language. Until recently, communicating
across great distances was only possible asynchronously, as messages were
written and then carried to their recipients. Response time for this
communication was dependant on the distance that needed to be traveled and the
conditions faced by the couriers. Furthermore, the messages could be easily lost
or intercepted.
Reference(s):
Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.)
Theory and Practice of Online Learning, 33-59. Retrieved Feb 11, 2009 from:
http://cde.athabascau.ca/online_book/ch2.html
Spector, J. M., Merrill, M. D., Merrienboer, J. V., Driscoll, M. P. (2008). Handbook of research
on educational communications and technology. (3rded.). New York, NY: Routledge Taylor
& Francis Group.
Vonderwell, S., Liang, X.; & Alderman, K. (2007) Asynchronous discussions and assessment in
online learning. Journal of Research on Technology in Education, 39(3), 309-328.
Eric,
ReplyDeleteI agree with you that online learning has changed the way we think of classroom learning. I am still having a hard time making that shift. I can think of ways to embed technology into a lesson, but I still want to present the lesson in a traditional format: teacher as imparter of knowledge instead of director of the learning process. It helps me to think of a lesson as a project. In this way I am more likely to think of things the students can do beyond just absorbing knowledge in a classroom.
You mentioned that in an e-learning environment, the instructor is a facilitator instead of the sole source of knowledge. I think that this is a huge step in education as a whole. A while back, I overheard a few coworkers joking about a new paramedic. This new guy was convinced that he was going to save the world all on his own. This experienced, educated, and phenomenal veteran medic exclaimed, “I’ve forgotten more than he’ll ever know.” Of course, this wasn’t an appropriate retort. However, it does make a valid point. In the classrooms of our past, a student’s education was based on what the teacher knew or maybe even what the teacher didn’t forget. Specific grade level education could vary from class to class and year to year. Today, we have more standardized curriculums and objectives that allow greater equality across the board.
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