Asynchronous and Synchronous
E-Leaning
Friday, December 12, 2014
Literature Review, Week #4
Since enrolling in school again after a 4-year hiatus,
things have changed. Gone are the
days of simple word processing and email.
In, is a time of more tools then I have the mental capacity to
remember. Furthermore, these
tools are used to communicate not only with teachers, but fellow students as
well. I believe, that it is not
the tools themselves which are important, but the capabilities that they
provide. This belief leaves me
with the question, how can I better assess a tool’s capability? The article “Asynchronous
and Synchronous E-Leaning”, by Stefan Hrastinski gives insight into a
corner of this dilemma.
In e-learning there are two forms of interactions that can
be had via the Web; synchronous and asynchronous. According to Stefan, asynchronous e learning does not
require participants to be active at the same time. In my Masters program this style allows for greater
flexibility by fitting learning in between the crumbs of time that are left after
work, class, relationships, and naps.
Some examples of asynchronous e-learning are e-mail, blogs, discussion boards,
etc. These are in contrast to synchronous
e-learning tools. Which are… You
guessed it, in real-time. Examples
of these are instant messengers, videoconferences, and other active collaborative
tools. One of the major benefits
with symmetrical learning is that it makes “e-learners feel like participants rather than isolates”, according to
Stefan. He continues to contrast
synchronous from asynchronous by saying, “isolation can be overcome by more
continued contact, particularly synchronously, and by becoming aware of
themselves as members of a community rather than as isolated individuals communicating with
the computer.”
Given the
definition of the two terms, you may personally, find one more appealing then
the other. However, the article
goes on explain that neither one, in absolute, enables learning better then the
other. But, Stefan does brake
e-learning environments into three categories, content-related, planning of
tasks, and social support and expresses how synchronous or asynchronous tools
can be beneficial for each. The remainder
of the article is devoted to explaining why. But instead of telling you what Stefan thinks, or even what
I think, I want to know what you think
I am calling upon
your higher order thinking. When,
where, how, with whom and why may synchronous learning be more beneficial than
asynchronous, and vice versa?
Learning Outcomes
#1 - Demonstrate the understanding of how technologies can
effectively promote student learning.
Technologies that require immediate social interaction can
be used for collaboration, cooperation, planning, and can leverage peoples
desire to be social in order to motivate participation. Technologies that are not as socially
demanding can allow for freedom of time and deeper levels of critical thinking.
#2 - Evaluate and use a variety of current technologies to
enhance content instruction and to advance students' technological literacy.
Students can blog or e-mail less time concerned ideas, or
ideas requiring deeper level of thought, or students could communicate
instantly over Skype, IM, or phone.
#4 - Reflect upon and demonstrate effective use of digital
tools and resources
From this article the comparison of e-learning to a standard
learning environment is nonexistent.
However, I do believe that the synchronous and asynchronous dichotomy
exists offline in everyday classrooms.
Just envision a reading assignment versus a class discussion.
#7 - Demonstrate an understanding of the use of adaptive
technologies and other digital resources to personalize and differentiate learning
activities for every student.
Students have different preferences of speed and style of
learning. Knowing whether a
student is social, antisocial, and quick witted, slow to process, a deep
thinker, busy, bored, or many more characteristics can better determine whether
a student will respond better to a synchronous or asynchronous e-learning
environment.
#8 - Evaluate, adapt and reflect upon emerging tools and
trends by participating in local and global learning communities and by
reviewing current research and professional literature.
Article
Hrastinski, Stefan. “Asynchronous and Synchronous
E-Learning.” Educause Review. N.p., 17 Nov. 2008. Web 12 Dec. 2014
Images
“Synchronous
vs Asynchronous Communication and Why It Matters to You as a Doctor -
IMedicalApps." IMedicalApps Synchronous vs Asynchronous Communication and Why It
Matters to You as a Doctor Comments. N.p., 23 May 2012. Web. 12 Dec. 2014.
“M13: Communication Tools: Modern vs. Traditional.” Public
Relations Writing. N.p., 11 Apr. 2012. Web 12 Dec 2014
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