Though many definitions exist, e-learning can be simply defined as: the delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material (Derek Stockley 2003). Though distance education provided the base for e-learning's development, e-learning is not limited to distance education. E-learning can occur on local through to global scales.
Stefan Hrastinski writes that e-learning ‘is arguably one of the most powerful responses to the growing need for education’. However, for e-learning initiatives to succeed, institutions need to be aware of the various forms e-learning can take and the benefits and limitations of these forms. At present, e-learning is placed into two categories: synchronous and asynchronous. An ongoing debate addresses the usefulness of asynchronous versus synchronous e-learning.
‘Synchronous e-learning imitates a classroom, which entails classes taking place in real-time and connecting instructors and students via streaming audio or video or through a chat room’ (Matthew Etherington, 2008). Synchronous e-learning takes place in ‘real-time’ and is therefore immediate. Questions can be asked which generate immediate responses which in turn lead to further questions/responses. Clarifications can be sought and no time lost waiting for a reaction. (The Skype chat sessions are a good example of synchronous e-learning). Furthermore, Hrastinski argues that synchronous e-learning provides support e-learners need in the development of learning communities. Learners therefore feel part of a community which is working together to improve knowledge and understanding in the particular content area. Learners do not feel isolated, as though they are simply spending time with a computer.
There are many benefits of synchronous e-learning, including the community aspect described briefly in this post. In later posts, I will discuss both the benefits and limitations of synchronous e-learning, though my next post will look at the educational and philosophical implications of synchronous e-learning.
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HI Stephen and Micah
ReplyDeleteI have enjoyed reading your debate so far and have a few comments!
In reading about synchronous and asynchronous learning I seem to find that most people do support one or the other, I was glad to read in your post,Stephen, that you acknowledge the possibility of both approaches being beneficial and neither excluding the other.
Micah, I wanted to briefly mention your comment above "Learners therefore feel part of a community which is working together to improve knowledge and understanding in the particular content area. Learners do not feel isolated, as though they are simply spending time with a computer." Isn't isolation an emotion felt by an individual? And as such can we really attribute its cause to a machine? I would agree that some might feel disconnected and less connected to the group but this could be as true for asynchronous learning environments as for synchronous.
As with all classrooms, whatever the level, different needs and skills must be addressed, a combination of approaches is needed.
PS Our course is a good example of this working quite well for me personally! Synchronous - Skype/Chat and Asynchronous - this blog!
Would be interested in your thoughts here.
Joanne
Hey Joanne,
ReplyDeleteI have tried to answer your questions, but I'm not sure if I covered everything your questions were asking. Let me know...
You are right in suggesting that isolation is an emotion felt by an individual, but isolation can also be a physical (or geographical) reality. For instance, I am currently in Prague, which is obviously a very long way from Melbourne university. I do not 'feel' isolated in an emotional sense, but I am physically isolated.
While discussing the debate with Stephen on Skype, I no longer feel on the other side of the world. If Stephen and I only used asynchronous means to discuss and transfer information, it would only enhance the realities of my isolation (paricularily as the time difference means that there are only a few hours of cross-over).
This notion of physical isolation will not be relevant in a school classroom, though it is important in higher education. Of course, there will be some students who feel disconnected from the group no matter how the learning takes place.
You are right in regards to emotional isolation, but I would argue that synchronous methods of e-learning go a long way to elleviating the real feelings of geographical isolation and physical disconnectedness.
Thanks for reading and commenting!
Micah
p.s. I have obviously had to choose a side and argue for it whether I agree or not. My preference is for a combination of both modes of e-learning. It is not about which one is 'better', but about when, why and how to use them.
There can definitely be a case for both (asynchronous and synchronous) types of e- learning, however, I do feel that some students, especially perhaps the younger ones, would feel emotionally isolated with htis method of learning. I compare it to the old system of distant learning (using cb radios) by children living in remote communities, or someone who has been home schooled for a period of time. I guess in the end there will always be people for whom this type of learning is benficial, while not for others. Horses for courses.
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