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.