Is there any difference in facilitators' instructional styles used in asynchronous vs. synchronous environments?

Facilitators in an asynchronous learning environment are student- centered and student controlled. Courses are often set up to focus more on the learners. The facilitator is there to macro-manage learners by guiding the course, the learners in discussion, and there to answer any questions. Facilitators in an asynchronous learning environment implement the online module of “anytime” and “anywhere” providing learners with flexibility and time to reflect on discussion questions, assignments, and team collaboration.

Facilitators in a synchronous learning environment provide learners with a learning experience that closely imitates a traditional classroom setting. Tools are used to make online course more social and interactive. Therefore, facilitators do not have time to reflect on learners’ questions but must answer quickly and in a timely fashion. This environment calls for synchronous facilitators to be micro-managers as they have to set up class meeting times, detailed instruction, be creative to avoid dead air time, and state specific course expectations.

Exploring the Silent World of Asynchronous Learning

An online asynchronous learning environment is often silent. While communication is quiet it can still be perceived in several ways. Discussion forums, e-mail, even texting are just a few of the convenient ways for students and facilitators to communicate asynchronously in the online classroom--anytime and anywhere they have Internet capabilities. This type of communication however, does pose some advantages and disadvantages to both the student and the facilitator.

In an asynchronous online learning platform students and facilitators have nothing but time on their side. This extra time allows them to edit spelling and grammar prior to posting comments online. Thus giving students and facilitators the ability to filter their comments and bring a sense of sophistication to the online classroom. This also gives individuals more confidence and a greater ease in communicating than if they were in a synchronous or face-to-face classroom.

Nonetheless, things are not always good in the asynchronous environment.  With the advantage of thinking through comments provided by students and facilitators they also acquire the disadvantage of having a rehearsed and unnatural classroom. There are also the disadvantages of delay in conversations and the lack of ability to control communication between parties. The delay in response time also can be confusing. It could lead individuals to believe that their comments are offensive or unwanted. This could also give students a sense that they are not a part of the group and make them feel distant. Oftentimes, in an asynchronous learning environment, the written word is misinterpreted because of a lack of emotion or a misunderstanding of intent behind the written words.

Many of these disadvantages can be avoided by understanding proper netiquette skills. Proper etiquette is often taught to children from infancy. Using terms such as, please and thank you in verbal conversation aids a person's ability to achieve the goal he or she wishes to obtain. The same is true with asynchronous communication. There is certain speech or online etiquette that a person must follow to be taken seriously and not have his or her conversation misinterpreted. Using all caps, for example, tells the reader that the person conveying the message is yelling. Not to mention, the overuse of dembangers (exclamation points) also conveys yelling or strong feeling. If an individual is reading posts or comments without participating they are considered lurking. Also if an individual is posting comments without cause or proof to provoke a reaction he or she is considered flaming. This type of online communication is considered inappropriate, poor netiquette, and can lead to miscommunication and a lack of understanding of the posted message in an asynchronous learning environment.

References:

Albion. (1990-2011) Netiquette home page. Retrieved from http://www.albion.com/netiquette/

What are the pros and cons of online synchronous learning?

There are quite a number of advantages to attending class in a synchronous learning setting.  While some of the benefits may seem self evident, others are less obvious.  For example, many intuitively understand that synchronous learning systems, whether they are online or in a physical classroom, enable live interaction with one’s instructor and peers.  Other obvious benefits of synchronous instruction include the ability to receive immediate feedback and to make changes in instructional strategies in response to observed needs of the student.  Live engagement affords more change and responsiveness in the classroom.

While these advantages are significant, other benefits of synchronous online learning serve to factor greatly in the overall success of the learning experience.  Dr. Shauna Schuller (2006), the Assistant Director of the Instructional Technology Center at University of South Florida suggests four compelling reasons for synchronous learning systems.  She notes increases in student motivation, increased development of group cohesion and the development of supportive learning communities are benefits derived from online synchronous learning. Additionally, synchronous learning enables more efficient team collaboration and the development of consensus-based team decisions. Finally, the synchronous environment is fleeting.  This transitory nature of synchronous learning situations forces the student to prioritize and focus on completing the work at hand (2006).

With this in mind, it simply must be said that the online synchronous learning environment offers tremendous benefit to adult learners pursuing higher education.

To recap,  advantages of online synchronous learning include: easier and better team collaboration, increased learning and productivity, social interaction, the development of learning communities, immediate feedback, more interaction within the class, increased learner motivation, and enhanced instructional responsiveness.  
 

That being said, the online synchronous learning environment does not come without constraints. 

To provide a complete picture of the benefits afforded learners through synchronous instructional systems, one must mention and address the disadvantages and difficulties often incurred in the process. For starters, online synchronous learning can be achieved only through technology.  Many students and instructors alike are not familiar with the various technologies that enable synchronous communication; hence many experience fear, apprehension, and frustration at the thought of engaging in synchronous activities.  For successful implementation, this gap in learning must be addressed and all participants must become familiar with both the technology and its usage prior to engaging in synchronous learning activities.

Additionally, hardware restrictions and software applications must be checked, understood and operation practiced before scheduled activities can be successfully performed. Test runs are often necessary to ensure program viability as Internet servers, bandwidth, and computer operating systems impact the overall performance of the technology.  While success is always hoped for, conflicts inevitably will be encountered, impacting functionality of the system.

Furthermore, online synchronous systems require careful planning and scheduling to ensure participation.  For the non-traditional distance learner, this can be more than difficult; it can mean missing out on a learning opportunity afforded others. Additionally, should the medium work perfectly, successful communication often results in the formation of personal and professional friendships. While we consider this a benefit, if not kept in check, limited time frames can be constrained and social loafing can occur.

 Finally, while some synchronous learning activities provide face-to-face communication, others do not.  Many will still require the use of text to communicate ideas, opinions, and feelings.  While many programs have built in interactive components that enable them to express emotions, clap, or raise hands (2006), it still relies upon the reader to interpret the signs correctly.  Lack of education on proper virtual etiquette (vetiquette) can result in a hostile learning environment that retards or impedes learning. 

While the disadvantages, if left unaddressed can effectively derail the learning process, carefully planned instruction addresses and overcomes these elements.  Technology can be learned; programs and applications can be checked. And learning challenges can be prepared for.  Synchronous learning benefits are such that instructors should carefully assess the pros and cons, and implement the right technology to promote successful synchronous learning opportunities for their classes.

References: 

Schullo, S. (2006).  A tale of two systems Elluminate Live vs. Macromedia Breeze.  22^nd Annual Conference on Distance Teaching and Learning. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/06_4385.pdf

What differences exist between the strategies used to facilitate synchronous and asynchronous activities?

For facilitators a variety of different strategies exist when working with learners in synchronous and asynchronous environments. Synchronous instruction requires the instructor to engage learners with relevant information that keeps their attention.  They must keep the learners motivated to participate and encourage learners to eliminate distractions which will help them focus and join in on class discussions. The facilitator must help the class create a Maxwell Smart like “cone of silence” learning environment.

After establishing an effective setting for learning online, facilitators must artfully guide the class through learning objectives as one team en route to achieving the learning goal. The difference for synchronous facilitators is maintaining positive control of the class in real-time while allowing class members to run the class as a team. Therefore, synchronous facilitator strategies are similar to leading class members in a traditional classroom using technology as a team to accomplish a goal.

Asynchronous facilitation strategies allow students additional time for completing readings, research, reflection, and interaction with the class. Learning in this setting attracts the self-directed learner. Facilitators are not always readily available with asynchronous learning, therefore, learning plans must be direct and clear to avoid confusion or misunderstandings. Lesson plans and/or syllabuses with milestones, such as due dates, helps learners interact with each other at various times in an appropriate manner to accomplish objectives and learning goals.

Both settings require strategies that create a safe and productive learning environment to assist learners. Strategies that provide clear guidance and promote interaction will work best for helping learners achieve the desired outcome in both settings.

Should I get my degree from a synchronous instructional program or an asynchronous instructional program?

Only one person can determine whether a synchronous program or an asynchronous program is best; the person planning to obtain the education. Both modes of education have benefits and drawbacks. It is important for the prospective learner to decide which type of learning fits her style best.

A student in an asynchronous instructional program needs to be self-motivated, self-directed, independent and responsible. Asynchronous programs usually are run through a discussion board, e-mail or texting. Learning is accomplished through reading the material provided and reading other participant’s comments. The course is structured to provide a format for learning, but deeper learning is dependent on the motivation of the student to continue to research the topic and conduct individual critical thinking. Although collaborative learning is an important aspect of asynchronous learning, most participants find it difficult to develop social connections with their fellow students.

If you are motivated, responsible, and self-directed and do not feel the need to build social relationships through your participation in a distance learning program, an asynchronous type of instructional program, may be best for you.

A student in a synchronous instructional program needs to have set times available that match the class meeting schedule. There is less flexibility for when learning occurs, but there is a higher level of social interaction between the students and between the students and instructor (Skylar, 2009). This interaction allows for stronger relationships to be built. Most agree that distance learning programs require a high level of self-direction, however, to participate in a synchronous instructional program, the learner must be willing to accept a greater amount of direction from the instructors. While the asynchronous method can be considered more learner-centered, the synchronous method weighs slightly higher on the instructor-centered side of the scale.

If you have a schedule that allows you to attend classes at a pre-set time on a regular basis, have a need to build relationships with the students and instructors in your class, and believe that you will benefit from a more structured educational setting, a synchronous type of instructional program may be the better choice.

References:

Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84. http://search.proquest.com/docview/233320705?accountid=3581