Matt Crosslin at http://www.edugeekjournal.com/blog.php?id=198 discusses a few advantages and disadvantages of asynchronous and synchronous online learning. He prefers asynchronous learning with which I happen to agree but I think he has taken his position too far. He states that video conferencing (synchronous) has no place in online learning. But then he states that it may appeal to some people. What I think he should have said is that everyone learns differently and some people prefer not only online synchronous lectures and presentations but may even prefer in-class face-to-face meetings. There is a need for all types of learning environments, not just one. Why can’t synchronous communication as well as synchronous be available?
Matt makes a couple of good points. He wants active learning. He wants to interact with other students. Certainly video conferencing tends to be mostly lecture format but it depends on the quality of the videoconferencing technology being used. I have seen some videoconferencing where you felt you were in the same room as the speaker and you could ask questions and get immediate answers. Here Matt contends that synchronous meetings tend to be short (1 or 2 hours) and there is not enough time to think about questions and form good answers. This may be true, but if you do have a question, you can get an answer right now. Matt also contends that some students dominate class time and others have to sit back quietly and asynchronous communication precludes this from happening. On this Matt is correct. A shy person tends to be more outgoing in an asynchronous mode. However, asynchronous communications can be lonely to some, and a shy person can be very lonely in an asynchronous environment.
The bottom line is that we are all different and all forms of communication and learning need to be available to all of us so that we can all learn effectively in our own ways.
Subscribe to:
Post Comments (Atom)
6 comments:
I have used a video conferencing program called Career Conversations through Vanderbilt University with much success. http://www.vanderbilt.edu/VirtualSchool/index.htm. In the past they provided a set of questions and lesson plans to use in preparation for the session. The only challenge we faced was that the presentations were scheduled at specific times and video recording was not allowed. We had to fit ourselves into their schedule which seems like part of the deal. With the advanced preparation, even shy students were able to ask questions comfortably.
Hey - thanks for comments. I do need to point out that I didn't say that video conferencing has no place in online learning. I did say: :I don't believe they have much of a place in online learning. Sure, for making a presentation or lecture from a distance, they can be great." There is a place for it, it would just seem to me that place would be small.
One of the big promo slogans for online learning is "anytime, anywhere learning." Once you start having synchronous meetings, you start taking away that first part. You have to be online at a specific time. Studies are showing that large percentages of online students are enrolling in distance learning even though they live in the same city that the classes are offered in face-to-face. They just can't commit to being free every Tuesday night at 7:00pm or whatever the case may be.
Sometimes, of course, you just have to do that. But I think that if you really don't need it, then I wouldn't use it. Studies have also shown that a large majority of people, regardless of personality, don't find asynchronous to be lonely. Those that need the synchronous communication tend to sign up for face-to-face classes, and that is great. Not all classes have to be online, or labeled as distance learning. After several ears of designing online classes, I have just found that the overwhelming number of students in those classes prefer asynchronous methods. And that is what my case was mainly for - online learning. I agree that we still need face-to-face learning.
Online learning
I think it is interesting that Rose took a course where they could not record the video presentation. Online courses are supposed to be more convenient, the "anytime, anywhere learning" as quoted by Matt C. This directly hinders the convenience of the online environment.
I agree with Jones and Crosslin, in that video conferencing has a place in education, but it is a small place, as pointed out in the second comment. Live video conferencing can only go on so long, just like a classroom environment. You would not want it to extend for more than a couple of hours. It should be a small component of a larger educational framework. There should be a combination of synchronous and asynchronous communication within an online environment. The shy person would have their pick of communication media and the professor should be versed in all forms being used.
In asynchronous communication, there is no set time. There may be a time frame, such as having assignments due by the third day of the week, but there is no time requirement for everyone to email or blog at 9:00 exactly. Asynchronous communication is the convenient part of online learning that makes it worth it. The blackboard setup for online classes makes asynchronous pedagogy possible.
You wrote, "Matt also contends that some students dominate class time and others have to sit back quietly and asynchronous communication precludes this from happening." Just from experience, I must disagree. Last spring I had a male in one of my courses who dominated the discussion board. He was rude, challenging, and had zero tolderance for opinions and research that contradicted his beliefs. I dreaded reading his responses to me and my classmates.
Does the asynchronous environment limit this type of behavior, probably; but to say it precludes it, I would have to disagree.
Hello,
I have a friend who is working with a team of people who are developing a new Interactive Video System. Someone who sees a limited use for video in online instruction must also believe the same thing for books. I have spent some time searching youtube libraries for clips that demonstrate concepts as well as asking students to locate, evaluate and explain why they chose a specific video clip to demonstrate a different concept.
Many of us seem to be creating videos as part of our emerging technology report. I wonder why?
Well, I also have to point out that I never said that asynchronous communication would prevent people from dominating communication. That was Richard's summary of my statements, and I would have to disagree with that. Asynchronous communication encourages quieter students to interact more, but does not keep more dominate students from dominating the conversation. The difference in asynchronous is that you can choose to ignore someone's posts and not even click on them if the author is known to get out of hand. If you leave the synchronous video conference - the instructor will know. Your kind of stuck there no matter how bad it gets.
gdbear, I would have to disagree with the thought that we would see books the same as video interaction. Books are a method for archiving and disseminating information - video can do that but is also more for direct interaction. Books of some kind - even if they morph into e-texts or just html pages grouped as an online "book" - will probably always have a place.
Post a Comment