synchronous and asynchronous methods of learning
Synchronous learning involves student engagement and the motivation of learners,while asynchronous learning occurs over time, in which the instructor and students do not interact at the same time.
You will need to review the definitions of synchronous and asynchronous learning. Synchronous is real time learning while asynchronous learning is anytime learning. Please review.
Socratic dialogue is a participative practice in classroom interactive discussion that engages oral discourse. I use Socratic discussion in online as well as on ground class facilitation. The practice of asking students to post a new subject question in all responses in the distance learning environment promotes critical thinking.  This motivates and engages the student's action to participate in subject discussion connecting their reality to the subject. Hunt, Touzel, and Wiseman (1999) stated, "It was Piaget's position that intellectual development is directly related to the amount of oral conversation in which learners engage. Not only should students be encouraged to discuss activities, a teacher must also attempt to describe these activities in everyday language" (p. 95). Student interaction with other students and the instructor for clarification of the student's interpretation as developed from student's reality is essential. Purposeful discussion when effectively supported by a planned approach contributes significantly to students achieving objectives. Hunt et al. (1999) posited, "Teachers often select this strategy because it aids in the development of certain positive learner attributes: objectivity, open-mindedness, and flexibility of thinking" (p. 123). Another important consideration that has significant implications for student learning is self-assessment. Engaging students with self-assessment techniques connects the student's reality for outside the school with the classroom action (Angelo & Cross, 1993). Socratic dialogue in the online interaction promotes self-assessment. The instructor's engagement with student's through interaction has significant implications for success in reinforcing student learning skill outcomes. Students that are not accustomed to adding a new question in every response are gently reminded with a response from me to add a new question in every response. At first, students may resist the practice. However, after two weeks of discussions, the curiosity to have students post answers to the new question motivates the student as they see the benefit of how this strengthens the third leg of three learning tasks in the instructional approach. They see the participation point increase and through reading all the answers and providing new questions, the participation actually becomes a learning tool.
What are your thoughts?
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Reference
Angelo, T., & Cross, K. P. (1993). Classroom
    assessment techniques: A handbook for
    college teachers, (2nd ed.). San Francisco:Â
    Jossey-Bass.
Hunt, G. H., Touzel, T. J., & Wiseman, D. (1999).
    Effective teaching: Preparation and implementation.
    Springfield, IL: Charles C. Thomas Publisher, Ltd. Â
Asynchronous is self-paced learning. One should think of it as learning without being synchronized. Students will do what they need to do when they decide to do it, which can become a problem for those who have time management challenges. The procrastination turns into not finishing the course work within the time limits. Advantages are plentiful. Self-motivated learners love to be in control and this works well with them.
Reginald
Regininald;
I agree with you that time management is a problem. That may be the greatest challenge of this generation.
Dr. Kelly Wilkinson
Asynchronous learning allows students to work on subject areas or projects at any given time. In this type of learning environment, students complete assignments within the time frame given but at their own pace. Also classroom discussions will generally take place via discussion boards and lectures will be presented by such means as posting of PowerPoint Presentations to the discussion board forum or a Microsoft Word document posted to a discussion board forum.
On the other hand, synchronous learning deals with live attendance in the classroom. This type of learning allows for live interaction between instructor and students, as well as live interaction between students.
Alfretta
Alfretta,
What venue would you prefer working in? What will work best with your content and your environment.
Dr. Kelly Wilkinson
Synchronous and asynchronous learning both require motivation and engagement. Also, both occur over time. The main idea is that students be able to apply the learning in their everyday lives.
Dr. B
Belinda,
Only synchronous is in real time and for some students particularly nontraditional students appreciate the real time event.
Dr. Kelly Wilkinson
I teach in a classroom environment that utilizes both synchronous and asynchronous interactions. There are definitely challenges when either is exclusively used:
- Synchronous-only interaction can be a challenge because there is less flexibility for especially non-traditional students who have other commitments (full- or part- time work, family, etc.)
- Asynchronous-only interaction presents challenges for students who are not self-motivated and organized, or who have not yet developed time-management skills. Additionally, such students can more easily get "off-track" with their understanding of concepts, especially if they do not fully utilize the resources the facilitator (me) provides.
My biggest challenge operating in an environemnt that utilizes both of these is convincing students that they are BOTH necessary. Some students take an online class and treat it as a correspondence course (fully asynchronous). I have worked very hard to motivate students to participate in the synchronous portions by attending live chat presentations (which are recorded for later review) and by interacting via instant messenger or even in an online chat room. Unfortunately, many of my pleas get ignored and then students are frustrated when they are not more "successful" in the class (success being defined in many different ways).
Any suggestions for motivating students to become more involved in synchronous interactions, when they have so many asynchronous options?
The choice between synchronous and asynchronous learning environment depends on the student’s learning style and preference. Some students need the face-to-face interaction in the traditional classroom setting, while others prefer the environment that gives them the flexibility to complete tasks on their own.
However, asynchronous learning is not the same as independent learning, because the facilitator is very much involved in the learning process of the students. Although there is no face-to-face interaction, effective instructors are “visible†in the virtual classroom through the frequency of their postings in the classroom and in the discussion forums.
Sheila Rogers
Sheila,
You are correct. I have seen instructors not really "present" in f2f courses!
Dr. Kelly Wilkinson
The single biggest advantage of asynchronous instructional media is that it allows for self-pacing, which research has revealed can be a significant variable in attaining the desired learning outcomes. Another artifact of asynchronous instructional media like CBT/WBT is the additional time on task, per se, the computer never complains the same material is repeated over and over again.
Jolly,
You are right! It does allow for anytime anywhere learning which is a distinct advantage.
Dr. Kelly Wilkinson
Gwenda, are they graded at all for attending the chat presentations? Do students just ask questions or do you present material? Do you have certain times that you are available for chatting? With my synchronous class, I also am available at certain times for chatting, but students don't participate. They do send emails though.
I teach an online course that uses synchronous weekly seminars. Students have the choice of attending or taking a quiz. These seminars last for one hour. I find that I am doing most of the talking because I like having control of the time. I present material that is found in their eGuide as well as how to complete their assignment using a PowerPoint presentation as well as Adobe Connect sharing my window. Around the last ten minutes of the hour, I ask for questions or concerns. Students can leave the seminar at that time if they are okay with the unit material. The majority of the students exit, although a few stay. I like this “one-hour” connection with the students.
I also taught an asynchronous course last fall. In comparing the two, I find I have a different type of communication with the students who attend the synchronous seminars; teaching the course is more meaningful to me because of this “deeper” level of communication. Does anyone care to explain why?
In analyzing my own learning style, I find when taking an online course that is asynchronous, I find myself trying to find shortcuts to make the time involved shorter. When attending a webinar, I am a listener and not a participator when it comes to synchronous webinars.
Carolyne,
Thank you for sharing your strategies. You make great points. It is so important to share with others strategies for success for both students and educators in the online environment.
Dr. Kelly Wilkinson
Asynchronous learning as someone has already pointed out, requires that the material and learning objectives be conducive to self paced learning. This requires motivation by the student. What are some ways to motivate students?
In one of my classes, students are consistently late with posting their assignments. I've found that if I hold a synchronous class where I discuss the assignments and the material required to complete them, the students who attend always get their assignments in on time. So I'm looking for ways to either motivate students to complete the required reading and learning tasks within the time period allowed, or to motivate them to join the synchronous class.
Any suggestions?
Robin ,
I actually put students in groups and they have to lead the chats and and monitor the discussion. I can be an eye opener for them as their grade is dependent on others to communicate. It isn't worth a whole lot but it does make them think.
Dr. Kelly Wilkinson
