Additional thoughts on synchronous and a-synchronous learning

SLIDE  -- An acronym for Synchronous Learning in Distributed Environments

Higher education course designers are missing the challenge to allow for synchronous interactions via audio, video, or even text.

In a 2011 article that looks at how few colleges and universities provide "real time" interaction (less than 25%), SLIDE was built on the assumption that conversation and interaction aids in the learning experience and thus the process. Of the the three types of interactions (Moore, 2009)  student to content is probably given the most attention, followed by student to instructor.  Student to student interaction seems to be less emphasized.

The study as discussed in the article accentuates the benefits of blended learning on both the students and the teachers.  While even weekly face to face meetings provide the most benefit, even video-based interactions show positive results.   Not surprisingly, it's the relationships that are establish that increase the likelihood of achieving learning objectives.

Reference

Stewart, A. R., Harlow, D. B., & DeBacco, K. (2011). Students' experience of synchronous learning in distributed environments. Distance Education, 32(3), 357-381.

Collaboration and Group Assignments

Encouraging social and academic interaction with peers is a known pedagogical tool to stimulate student learning beyond the independent learner model.  There are a few barriers that could prevent this from occurring.

1. Unclear expectations of individual roles.  i.e. if everyone is in charge, then no one is in charge.  Before any group activity begins, at least a group leader (even if it rotates) should be designated.  This is more easily accomplished by the instructor, but the students can decide this as well.  2. Asynchronous interactions and contributions.  An understanding of exactly when to check in for mini due dates should be established with group members.  Alerts could be set up to let members know when others have contributed to a group project.  3. Detachment and social isolation.  Group activities are supported when there's an "all for one, one for all" ideology.  If possible, making a small group introduction to connect with members is encouraged.  Perhaps even a synchronous activity such as a chat room, text message, IM board, or even a phone call will personalize the project.

Andragogy (Adult Learning)

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DE Distaster

Time management is crucial for DE courses.  I know this.  I preach this, but alas, I don't live it.  After submitting my first draft for my first essay on time and in the correct location, I was late a day in submitting it to be graded.  EGADS!  Whilst I checked nearly every day for the first four days after the submission, I got really busy and didn't check to see when the feedback was provided.

However, that wasn't the problem. I relied on my memory that it was due on Sunday March 9th, and carved out the entire day to view the revisions and submit a final draft -- but it was due on March 8th!  Missing a due date is something every DE student should try and avoid.

If only the due dates could synch with my Google calendar, then I would be more likely to make all deadlines.  But until then, I will have to be more diligent as so not to fall into the DE disaster wasteland of missed due dates.

Social Networking and Online Tools -- Talk behind the teacher's back

Accepting the benefits of social connection in DE makes the desire for appropriate methods to reach one another expected.  Terry Anderson's blog on social networking makes the case by including well known pedagogical rationales for the value of interaction on the learning process.

What I'm unsure of is how connected are these web developers are to educators in DE.  While I was blown away by the massive number of applications on http://www.go2web20.net, I would hazard to guess that more could be done to have these web-savvy entrepreneurs work more closely with DE educators and students themselves.

The more popular online tools (at least ones I am familiar with) such as Facebook and Linked In were not designed at ways to bring classmates together as peers or to breach the gap between student and teacher. Why not have a program that mimics the classroom space and reinforces the positive dynamics of a lecture hall or a library?

It appears that current online tools provide more ways to socialize and share (two of the three "s's") rather than to sojourn.  In traditional educational settings, not much socializing and sharing actually occurs, but the feeling that everyone is in the same boat is a shared attribute whether in DE or in face to face settings.  What's missing in DE is the ability for students to "talk behind the teacher's back" in a way to foster solidarity, share experiences, and to validate assumptions. Of course, these interactions would be in line with the integrity of academic honor systems regarding collusion, collaboration, etc. that we expect in all educational environments.

 

Creativity and Knowledge Building with 2.0 Applications

In reading the study by Gila Kurtz et als I was struck by the questions they asked more so than the study.  Not only is it essential for teachers to use 2.0 technology in courses to encourage creatively as a way to improve knowledge building and diversity, but teachers have to be mindful of new technologies as they develop.

It seems as though educators might be a step behind the expectations of their students.  For instance, Facebook is now thought to be the preferred social media platform for those 30 and over.  As the youth gravitate towards innovation and the next new thing, the question posed in the article is how can educators keep up?

While the practicality might be lacking, the direction might be for students to select their application (keeping with creativity and having responsibility for their education and cognitive processes) for assignments.  The meta-cognition practices are then embedded in assignments as students by selection of their applications dictate how they would best like to demonstrate their learning.   It may not be as burdensome on  instructors as one might think to have a range of applications they must maneuver as essentially, the functionality of most are similar.

First impressions of the first weeks of class

The takeaway from the first weeks of class:  Taking an online course is much more challenging than teaching one.  

Once I climbed the steep hill to maneuver LEO with some ease,  then I encountered the mountain around the bend --  the time it took to accomplish the reading of assigned materials along with the discussions (or conferences?)

While the readings in the first two modules were extremely helpful, I didn't start to feel comfortable until I began the writing assignment.  I'm grateful to have the opportunity for a TII report as well as feedback from the writing coach.  I hope to make meaningful changes to the paper once I have some time and distance away.  I'm glad that the final draft isn't due until March 8th!