Is this type of environment conducive to on-line learning? Check out the blog from the link below. This educator provides experiences from synchronous learning that provided students with various forms of instruction.
http://clc.yale.edu/2009/02/24/virtual-classrooms-synchronous-learning/
My personal feeling is this provides students with the benefits they are missing from face-to-face instruction. I see the possibilities of instant feedback and necessary explanation of a particular lesson. I sometimes feel I miss something and need help. In a previous course, the professor offered designated time for students to interact with him to help explain difficult information from the on-line course. This environment was very helpful because the explanations helped me and my peers complete assignments without the frustration of trying to figure it out on our on. In addition, this type of forum provides real time instruction. On the contrary, given the students who have selected on-line courses do it for time convenience. When using the synchronous methods of instruction, students have to be available at a designated time. This can be a weakness of this type of learning environment. How can instructors ensure learners are present and interactively involved. However in the blog above, the writer did mention using methods that did not include video to put participants at ease. The use of a combination of messages and voice gave participants the choice without the intimidation factor. Another weakness mentioned in the blog included the need to make sure all technology features are working correctly. The forum would strongly depend on the function of technology. Although I am for the synchronous learning environment, I believe combining it with an asynchronous learning environment would mane a better course.
-Jolandra
April 15, 2009 at 1:05 pm |
Jolandra, I enjoyed your Synchronous learning environment site and discussion. I especially liked the virtual field trips, provided by Skype, of a pulp and paper mill to do an environmental assessment of industry pollution (forest resources degraded, water-air-land resources polluted) at http://clc.yale.edu/2009/03/04/virtual-field-trips/ (Yale University, 2008). I agree with you that synchronous learning environments, like synchronous field trips, make collaborative learning a much richer environment. I like the concept of teachers having one-on-one synchronous student interactions, during office hours, to explain difficult information.
I think synchronous learning environments are the best model for virtual clinics or virtual tutorials. Virtual clinics (Baron, Carrington, Corbeil & Kavanagh, 2004) are paradigms of choice where nursing students and experts get to collaborate and interact as to the best practices to help burn victims. I wish virtual clinics, especially in healthcare, were an educational model at the primary and secondary level where students could learn useful and productive skills and activities that the family and community really need. Healthcare, as a thematic approach to schooling, would make math, science, language arts, social studies, and history take on a more meaningful constructivist day-to-day relevance. This is an adventure learning model to understand more deeply how our human bodies function and how to maximize mental and physical performance.
Baron, et al., (2004) found that scenario based learning that is interactive is a step ahead of asynchronous tools. The blended asynchronous and synchronous model is very appropriate for this type of burns nursing training. It taps the traditional distance techniques of delivery in terms of theoretical subjects in readings and study guides and then uses interactive delivery systems to help students share information and knowledge about novel practice, therapies, and resources.
According to Baron, et al., (2004), experts were from multiple disciplines to include nursing, medicine, physiotherapy, occupational therapy, social work, staff counseling, migrant health, drug and alcohol, skin laboratories, and fire services. I wish we had these types of multilevel teams of experts that collaborated with students at all school levels. Students had to come up with new solutions they could support with evidence from experts. Practicing nurses were part of the expertise modeled for students. The live recording and playback sessions (audio, text, and graphic web addresses) are invaluable archives that can be retrieved in emergency situations.
Virtual classroom tools included interactive computerized drawing systems so students could calculate total burn surface area and associated fluid requirements. This is new technology invaluable to clinical practice. I thought it was interesting to see how convenience of attending class online could interfere or conflict with students working in clinics. The student worker chose to attend class for the extra 15 minutes instead of attending to the patient. Convenience was at the expense of the patient’s health. Synchronous learning environments in this case are probably not a good choice in terms of a burn patient’s healthcare needs. Even so, synchronous online tutorials were a great help to burns nursing students who could discuss how things were done differently across the country. This created a sense of national community for junior burns nurses who usually were not at the national conventions with senior nurses.
I thought the percentage of time between asynchronous tools, 80%, and synchronous tools, 20%, was a meaningful measurement tool that most students and teachers could live with. At an 80/20 ratio of time and resources, students could work at their own pace, keep up with deadlines, and create teams of learners who could get immediate feedback. This 80/20 ratio of time and resources may be more cost efficient and effective.
Professional development for educational professionals, teachers in particular, could benefit greatly from virtual clinics or live virtual tutorials. I would like to see virtual clinics or tutorials in place for primary and secondary education especially in math, science, and healthcare. But, English language arts, history, and social studies may also be a great place to have virtual clinics to help students master the social sciences as well.
References
Baron, J., Carrington, A., Corbeil, J. R., & Kavanagh, S. (2004). Pushing the collaborative envelope: A virtual classroom for clinical practice. Retrieved April 12, 2009, from http://www.ascilite.org.au/conferences/perth04/procs/kavanagh.html
Yale University. (2008). Virtual classrooms & synchronous learning virtual field trips. Retrieved April 15, 2009, from http://clc.yale.edu/2009/03/04/virtual-field-trips/
April 17, 2009 at 4:58 pm |
In online education, I usually tend to think that asynchronous lends itself better than synchronous. However, students almost universally miss the ability to ask questions, build relationships, and communicate in real time. So, there needs to be some sort of synchronous supplement to an online course that helps fill these holes in online education.
April 19, 2009 at 8:46 pm |
I do not view the lack of face to face learning a disadvantage. I rather like having to find answers on my own. However, it is nice to have the safety net of email if I do have a problem. I do not need to have instant attention. I am willing to wait for the response. I believe that not everyone is suited for distance learning and there are those that need constant guidance from an instructor and social interaction. We all have different learning methods and needs.
April 19, 2009 at 10:32 pm |
Jolandra,
I agree that synchronous learning offers the instantaneous feedback that asynchronous lacks, but I prefer the convenience. I think Walden offers both models, but perhaps there could be a bit more of the synchronous learning for those who want more face to face. Residencies do give a bit of that experience, but for a high price. Many can’t afford that much time away from work! One solution I can see that might work is for each class to form maybe two or three regular times to meet online with a webcam or at least a chat to ask and get answers to questions. Only one class I have had at Walden offered an online chat for more assistance.