Asynchronous DifferenceIn this slide, we will discuss five asynchronous facilitation strategies. The instructor may start the process of interactive learning by quoting students and commenting on their input, this will also help to build confidence. Because there is not face-to-face interaction in an asynchronous setting the facilitator will post discussion questions and require a certain number of responses throughout the week to monitor participation. By asking open-end questions the facilitator can control the dialog and discussion topics. In an asynchronous setting written communication skills are imperative and require detailed speaker notes to compensate for the lack of verbal interaction that takes place during a traditional class setting. In a live setting we are able to hear ones voice, in an asynchronous setting the written communicate is the voice of the student to the class.
Synchronous DifferencesDifferent facilitation strategies are needed in real-time than are needed in asynchronous settings, the use of current technology by facilitators helps to spur and enhance the synchronous interactive learning experience. The motivation behind the use of technologies like live chat in real-time synchronous interactive learning environment is due to the flexibility and rewards they provide. To control, direct, and move forward with discussion topics in real-time the facilitator may ask a series of leading questions that will guide the discussion towards its intended goal in a positive manner. To create a positive learning environment the facilitator will encourage contact and participation from each student. Indirect learning through group discussions and activities are powerful tools that are used to get students to learn terms and theories from each other that are being discussed in the course. This is also a way for the facilitator to assess the cognitive process of the group and individuals. Polling is a great way of obtaining feedback about the progress and understanding of the principles for the class and individual students. In this way the facilitator can determine what strategies need to be changed and what are working, this helps the facilitator determine what, if any, immediate adjustments need to occur.
Distance education Technologies,Below are two lists of technologies that are currently being used in synchronous (real-time) and asynchronous (anytime) learning settings. Real-time examples: Webcast, Podcast, Telephone conferencing, videoconferencing, and Live Text-chat rooms.Anytime examples: E-mail, Television, Audio and video recordings, discussion forums, and blogs.As technology improves the synchronous online environment will begin to more closely mimic the live classroom setting.
First we will discuss the facilitators roll in an asynchronous online learning environment.In this setting the facilitator is not operating in the same time or space as the learner, for this reason a very defined plan has been developed.To keep the class focused and on track the facilitator has designed discussion questions that promote critical thinking and planned group activities that will encourage and promote participation. To keep the plan on track the facilitator will monitor and participate in the discussions by asking open-ended questions and quoting students responses, this builds confidence, promotes participation, and helps in gauging the learners understanding of the topics. The facilitators roll in a synchronous online learning environment is much more involved. Not only do they need to set up their online classroom with the same care and attention to detail as in an asynchronous setting but they have the added dimension of operating in the same time frame. This real-time dimension adds some pressure to the facilitator to “entertain” the learners and to keep them “engaged” in the planned activities. Because this is a live setting and student participation is encouraged and required deviations from the planned delivery will most certainly occur. Because of this the facilitator needs to be ready to respond to and use these diversions without allowing the discussion to veer off track too far. While keeping the discussion focused the facilitator also needs to monitor the activity in the classroom. In a synchronous environment where the students are in the same time and space it is easier to see what is going on and what is distracting the students. In an online environment it is much more difficult to monitor student activities. For this reason the facilitator has various strategies that they use such as polling the students for formative evaluations, giving immediate feedback, directing students attention to the activities being discussed, monitoring discussions between students, motivate students through encouragement and immediate feedback, all of this to keep them engaged or entertained.The roll of an online synchronous learning facilitator in much more demanding than that of an asynchronous facilitator.
Learners in a synchronous environment need to bring different characteristics to the classroom than in an asynchronous setting. In a synchronous setting the learners are interacting in real time, there is no rewind button to go back and check on what was missed, social and verbal communication skills are needed, and an ability to organize and analyze in real time is needed. Students are primarily externally motivated by the instructor and other students the internal motivation is secondary. In a live setting accountability feedback is immediate, this puts more pressure on each student to pay attention and be on task.Also in a live setting some people are embarrassed to speak or draw attention to themselves so an introverted person may have a difficult time in participating in live discussions. In an asynchronous setting the learners are not operating in real-time and need to have better written communication skills and time management skills. The motivation to do the work comes from within and secondarily from external sources. Accountability for ones actions is not immediate and therefore not as pressing. The personality of an online learner needs to be more self-reliant, they need to be self-starters, self-directing, able to work alone and stay on task, being an introvert in this type of setting may not be detrimental to the learning process.The participation of a learner in an asynchronous setting is more demanding than that of a learner in a synchronous setting.
Wk+4+power point with all slides v1
Synchronous vs. Asynchronous Learning: Online Modality Comparison<br />Maria Baroni, Mike Gardner and James Robinson<br />
Distance Education Technology Examples<br />Webcast<br />Podcast<br />Telephone conferencing<br />Video conferencing<br />Live Text and chat rooms<br />E-mail<br />Television<br />Audio and Video Taping(CD and DVD)<br />Discussion forums<br />Blogs<br />Real Time<br />Anytime<br />
What are the differences between the facilitators and learners in a synchronous and asynchronous learning?<br />
Facilitators<br />Asynchronous online learning<br />Questions to promote critical thinking<br />Group activities<br />Participation<br />Monitor and participate in discussion questions<br />Build confidence by quoting students<br />Gauge understanding<br />Synchronous online learning<br />Constant course adjustment, by using polling<br />Immediate feedback<br />Ability to read peoples actions, voice, etc.<br />Pressure of keeping everyone's attention directed in the right place<br />Monitor conversations to keep them on track<br />Motivate students<br />Keep students engaged through activities<br />
Learners<br />Synchronous online learning<br />Skills<br />Listening and observation<br />Social<br />Verbal communication<br />Organizational<br />Motivation<br />External then internal<br />Accountability<br />External and internal<br />Personality<br />Extraverted<br />Asynchronous online learning<br />Skills<br />Written communication<br />Organizational<br />Motivation<br />Internal then external<br />Accountability<br />Internal then external<br />Personality<br />Self-starter<br />Self-directed<br />Abel to work alone<br />Can be an introvert<br />
References<br />Er, E., Ozden, M. Y., & Arifolu, 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. <br />Educause. (2011). EQ educause Quarterly. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AsynchronousandSynchronousELea/163445 <br />Baran, E., & Correia, A. (2009). Student-led facilitation strategies in online discussions. Distance Education, 30(3), 339-361. doi:10.1080/01587910903236510<br />