WattsSEL7002-8-2
0
NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET
Learner: Stephen W Watts
THIS FORM MUST BE COMPLETELY FILLED IN
Please Follow These Procedures: If requested by your mentor, use an assignment cover
sheet as the first page of the word processor file. The assignment header should include the
Learner’s last name, first initial, course code, dash, and assignment number (DoeJXXX0000-1)
justified to the left and the page number justified to the right.
Keep a Photocopy or Electronic Copy of Your Assignments: You may need to resubmit assignments if your mentor has indicated that you may or must do so.
Academic Integrity: All work submitted in each course must be the Learner’s own. This
includes all assignments, exams, term papers, and other projects required by the faculty mentor.
The known submission of another person’s work represented as that of the Learner’s without
properly citing the source of the work will be considered plagiarism and will result in an
unsatisfactory grade for the work submitted or for the entire course, and may result in academic
dismissal.
EL7002-8
Dr. Linda Collins
E-learning Instructional Strategies
2 Synchronous vs. Asynchronous
Technologies
Assignment: Present the advantages of using synchronous and asynchronous delivery
technologies in your organization’s e-learning strategies. Discuss the ways your organization can use the
full potential of these tools rather than simply create a different way to deliver knowledge. Keep in mind
that the full potential of technology rests in the ability to do different things, rather than doing things
differently. Length: 5-7 pages including 2-3 scholarly resources.
Faculty Use Only
Hi, Steve, excellent paper on the advantages of synchronous and asynchronous communication.
Asynchronous and synchronous learning can be used in a blended learning environment; however, a
blended environment usually also depends on traditional, on-campus environments. Synchronous
communication can also be used in a completely online environment as well. Dr. Collins
Dr. Linda Collins
6.9
2.9
February 14, 2012
Running head: SYNCHRONOUS VERSUS ASYNCHRONOUS
Synchronous versus Asynchronous Technologies
Stephen W. Watts
Northcentral University
1
WattsSEL7002-8-2
2
Synchronous versus Asynchronous Technologies
Synchronous technologies over the internet make it possible for learners and teachers to
be able to communicate and interact in real time. Synchronous technologies can take the form of
videoconference, webcasts, telephone conversations, two-way chat, two-way interactive
videoconferences, and telephone conferences (Er, Ozden, & Arifoglu, 2009). Asynchronous
technologies over the internet allow for more reflection in answers between learners and
teachers, or learners and learners, and may take the form of audio files, video files, CD-ROM,
DVD, static or interactive web pages, e-mail, or discussion forums. The purpose of this paper is
to discuss the advantages of using both synchronous and asynchronous technologies in an elearning strategy, and means for optimizing the full potential of these tools.
Synchronous Technologies
With the propagation of broadband connections for accessing the Internet there are a
growing number of synchronous technologies available to embellish e-learning, including “live,
Web-enabled collaboration, meetings, conferences, and presentations” (Rosenberg, 2001, p.
140). Numerous benefits accrue to learners and teachers from the use of these technologies
including: (a) better interaction between learner and teacher, and learner and learner, (b)
immediate feedback and guidance which tends to increase learning, and (c) material can be
immediately adapted to the learner’s level of understanding (Er et al., 2009). These topics will
be explored in more detail in the following sections.
Benefits of Interaction
Both in the traditional and virtual classrooms, interaction and collaboration has been
identified as a major factor in successful learning (Allen, Crosky, McAlpine, Hoffman &
Munroe, 2009; Cabrera-Lozoya, Cerdan, Cano, Sanchez, & Lujan, 2012; Martinez-Caro, 2011;
WattsSEL7002-8-2
3
So & Bonk, 2010; Watkins, 2005). Many studies have determined that student satisfaction and
student learning “is heavily influenced by interaction between instructor-student and between
student-student” (Ferguson & DeFelice, 2010, p. 74). Gunawardena, Linder-VanBerschot,
LaPointe, and Rao (2010) showed that collegial support in a learning environment is “the highest
predictor of transfer of learning” (p. 223) and Huang, Lin, and Huang (2010) suggest that
situations should be created to “boost ‘students’ online participation in e-learning courses” (p.
347), and if done correctly “could be even better than the interactivity achieved in the traditional
setting” (Martinez-Caro, 2011, p. 574). Studies show that the higher a learner perceives the level
of collaboration the more satisfied they are with e-learning overall (Diaz & Entonado, 2009).
Immediate Feedback and Guidance
Blanchard, Hinchey, and Bennett (2011) identified that when teachers can engage
learners in a dialog and can get them to discuss their thought processes out loud it promotes
autonomy of the student and supports learning. This is an acknowledged benefit of traditional
classroom learning and becomes available to learners in a synchronous e-learning environment
(Huang et al., 2010) because adult learners need to know what they are trying to accomplish and
how they are doing (Zemke & Zemke, 1995). In e-learning the teacher seeks to become more of
a guide, facilitator, and motivator (Diaz & Entonado, 2009; Gonzalez-Gomez, Guardiola,
Rodrigues, & Alonso, 2012) and can successfully achieve this through feedback.
Adaptability of Material and Pacing
In prepackaged instruction there is no ability to tailor the material to the knowledge level
or understanding of the student. With synchronous learning, the teacher can assess the current
understanding of the students and adapt the material or the pace of the presentation to facilitate
better comprehension (Er et al., 2009).
WattsSEL7002-8-2
4
Asynchronous Technologies
The networking of computers made it possible for people to communicate in a number of
ways asynchronously, but involving these technologies in learning requires “a much deeper
understanding of instructional design, and are more costly to develop than synchronous
programs” (Rosenberg, 2001, p. 141). Asynchronous technologies have numerous benefits
including: (a) convenience of accessing materials at any time or from any place, (b) learners
having time to search and reflect before giving answers, (c) learners not being interrupted when
expressing their knowledge or opinions, and (d) materials being pre-recorded and archived for
accessibility and reuse (Er et al., 2009). These benefits will be discussed in greater depth in the
sections below.
The Convenience of Asynchronous Technologies
The most cited reason that learners choose e-learning is because it enables them to
complete the learning in any convenient environment without the need to spend time and money
in travel (Anderson, 2008; Ferguson & DeFelice, 2010; Huang et al., 2010; Ismail, Gunasegaran,
& Idrus, 2010; Martinez-Caro, 2011). In essence, “online learning is especially useful for
students who, for reasons of work, family or social commitments, require a different way of
learning” (Diaz & Entonado, 2009, p. 331), or where the student desires to work at their own
pace.
The Benefits of Greater Reflection
Learning is increased when students “actively construct knowledge” (An, 2008, p. 205),
or reflect on what is being learned, which “is a critical andragogical principle [that allows
learners to] assess or reassess [their] assumptions” (Baskas, 2011, p. 7) and become transformed
by the learning process (Zemke & Zemke, 1995). This encourages meta-learning so that the
WattsSEL7002-8-2
5
student better understands and knows how to learn for themselves (Strang, 2009). By giving the
student time to research, read textbooks, and think about how they would like to respond to
online discussions reflection is encouraged, while making it more likely that learning will take
place as part of reasoned discourse (Martinez-Caro, 2011). Many of the time constraints of a
regular classroom that might prevent full participation are not a factor in e-learning and
“everyone can join in a discussion at any time” (Ferguson & DeFelice, 2010, p. 80) increasing
the quality of communication.
The Benefits of Uninterrupted Expression
Students in an asynchronous discussion forum are able to express everything that they
would like to express without concern for another learner discouraging, or talking over them as
they could in a traditional classroom. Full uninterrupted expression has the advantage of
encouraging learners who may be shy or uncomfortable contributing in a face-to-face setting, to
participate with less fear (Baskas, 2011). Shy learners using online communications have been
shown to be less reticent in discussions (Martinez-Caro, 2011). Learners discover that online
discussions can be a valuable supplement to any learning environment (Huang et al., 2012).
Teachers in an asynchronous environment can gently guide discussions; ensuring a safe
environment for the sharing of ideas (Zemke & Zemke, 1995), while “encourage[ing] learners to
understand the content better” (Martinez-Caro, 2011, p. 574) which improves the quality of the
communication as well. Sinclair (2009) summarized “when students are guided to engage in
knowledge-building discussions, they learn to develop and to justify an argument eventually
learning to disagree with others in increasingly sophisticated ways” (p. 198).
WattsSEL7002-8-2
6
Material Archiving and Reuse
Another oft cited benefit of e-learning is that it allows for knowledge reuse and the
sharing of resources from a central location (Er et al., 2009; Huang et al., 2012; Ismail et al.,
2010). By allowing students to access information at their own pace on their own timetable and
as often as they like learning is reinforced and facilitated (Martinez-Caro, 2011).
Tools Use Scenarios
The combination of asynchronous and synchronous technologies in e-learning is called
blended learning, and is a way to reach students in different ways to better engage different
learning styles, while also developing the learner’s skills and knowledge (Er et al., 2009).
Blended learning is “aimed at creating the most efficient learning environment” (Cabrera-Lozoya
et al., 2012) possible. Asynchronous e-learning by itself is limited in being able to provide direct
immediate feedback and encouragement to the learner (Allen et al., 2009; Huang et al., 2012).
Synchronous learning is also limited because the benefits of devolving from the asynchronous
technologies are lost (So & Bonk, 2010). By blending these technologies into a single system as
suggested by several authors (Allen et al., 2009; Cabrera-Lozoya et al., 2012; Er et al., 2009;
Hoic-Bozic, 2009; So & Bonk, 2010) many of the benefits identified in this paper can be made
available to all learners.
In my organization for example we use a blended model called live virtual classes, which
are instructor-led and delivers audio synchronously by telephone conference, and uses the
WebEx learning management system to simultaneously project the slides to the learner, and any
notations that the instructor makes on them. The instructor is able to assess understanding
through the use of interactive tools in the learning environment, over the conference call, or
through the use of polls and quizzes. Interaction between student and instructor, or student and
WattsSEL7002-8-2
7
student is available through a synchronous two-way chat window in the environment as well.
Asynchronous discussions are also encouraged through a question and answer facility that
students and instructor alike can contribute to. Students have access to a remote desktop where
they can practice the skills that they are learning on a real-time system. From the perspective of
optimizing the use of technologies to deliver knowledge it is a decent system that has been
shown to teach students as well as traditional in classroom learning of the same material. In
regards to doing different things, the current solution has advantages over the classroom in terms
of lowering the cost of training, and being able to access the course from any location, but many
of the advantages of the blended approach discussed in the synchronous sections above are much
the same as are available in a traditional classroom, and some of the advantages of the
asynchronous technologies discussed are also available while some are notably missing.
WattsSEL7002-8-2
8
References
Allen, B., Crosky, A., McAlpine, I., Hoffman, M., & Munroe, P. (2009). A blended approach to
collaborative learning: Making large group teaching more student-centered. The
International Journal of Engineering Education, 25(3), 569-576. Retrieved from http://
illiad.ncu.edu/illiad/illiad.dll?SessionID=N165402056E&Action=10&Form=75&Value57364
An. J. (2008). Activity theory for designing ubiquitous learning scenarios. In M. Iskander (ed.),
Innovative techniques in instruction technology, e-learning, e-assessment, and education
(pp. 338-341). London, UK: Springer Science+Business Media.
Anderson, C. (2008). Barriers and enabling factors in online teaching. International Journal of
Learning, 14(12), 241-246. Retrieved from EBSCOhost.
Baskas, R. S. (2011). Applying adult learning and development theories to educational practice.
Retrieved from ERIC database. (ED519926)
Blanchard, R. D., Hinchey, K. T., & Bennett, E. E. (2011, April). Literature review of residents
as teachers from an adult learning perspective. Paper presented at the annual meeting of
the American Educational Research Association, New Orleans, LA.
Cabrera-Lozoya, A., Cerdan, F., Cano, M.-D., Garcia-Sanchez, D., Lujan, S. (2012). Unifying
heterogeneous e-learning modalities in a single platform: CADI, a case study. Computers
& Education, 58, 617-630. doi:10.1016/j.compedu.2011.09.014
Diaz, L. A., & Entonado, F. B. (2009). Are the functions of teachers in e-learning and face-toface learning environments really different? Educational Technology & Society, 12(4),
331-343. Retrieved from EBSCOhost.
Er, E., Ozden, M., & Arifoglu, A. (2009). LIVELMS: A blended e-learning environment: A
model proposition for integration of asynchronous and synchronous e-learning.
International Journal of Learning, 16(2), 449-460. Retrieved from EBSCOhost.
Ferguson, J. M., & DeFelice, A. E. (2010). Length of online course and student satisfaction,
perceived learning, and academic performance. International Review of Research in
Open and Distance Learning, 11(2), 73-84. Retrieved from EBSCOhost.
Gonzalez-Gomez, F., Guardiola, J., Rodriguez, O. M., & Alonso, M. A. M. (2012). Gender
differences in e-learning satisfaction. Computers & Education, 58, 283-290.
doi:10.1016/j.compedu.2011.08.017
Gunawardena, C. N., Lindeer-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors
of learner satisfaction and transfer of learning in a corporate online education program.
The American Journal of Distance Education, 24(1), 207-226.
doi:10.1080/08923647.2010.522919
WattsSEL7002-8-2
9
Hoic-Bozic, N. (2009). A blended learning approach to course design and implementation. IEEE
Transactions on Education, 52(1), 19-30. doi:10.1109/GTE.2007.914945
Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online
participation in the mixed-mode e-learning environment? A study of software usage
instruction. Computers & Education, 58(1), 338-349.
doi:10.1016/j.compedu.2011.08.003
Ismail, I., Gunasegaran, G., & Idrus, R. M. (2010). Does e-learning portal add value to adult
learners? Current Research Journal of Social Science, 2(5), 276-281. Retrieved from
http://maxwellsci.com/print/crjss/v2-276-281.pdf
Martinez-Caro, E. (2011). Factors affecting effectiveness in e-learning: An analysis in
production management courses. Computer Applications in Engineering Education,
19(3), 572-581. Retrieved from http://illiad.ncu.edu/illiad/illiad.dll?SessionID=
P134743944M&Action=10&Form=75&Value=56443
Rosenberg, M. J. (2001). E-learning: Strategies for delivering knowledge in the digital age. New
York, NY: McGraw-Hill.
Sinclair, A. (2009). Provocative pedagogies in e-learning: Making the invisible visible.
International Journal of Teaching and Learning in Higher Education, 21(2), 197-209.
Retrieved from EBSCOhost.
So, H.-J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in
computer-supported collaborative learning (CSCL) environments: A Delphi study.
Educational Technology & Society, 13(3), 189-200. Retrieved from EBSCOhost.
Strang, K. D. (2009). Measuring online learning approach and mentoring preferences of
international doctoral students. International Journal of Educational Research, 48(4),
245-257. doi:10.1016/j.ijer.2009.11.002
Watkins, R. (2005). Developing interactive e-learning activities. Performance Improvement,
44(5), 5-7. Retrieved from http://search.proquest.com/docview/237237980?accountid
=28180
Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? Training, 32, 69-82.
Retrieved from http://go.galegroup.com.proxy1.ncu.edu/ps/i.do?&is=GALE%
7CA17179010&v=2.1&u=pres1571&it=r&p=AONE&sw=w