The philosophical and educational benefits of synchronous e-learning can be justified by looking at a few experts and theories related to the aforementioned fields.
It is interesting to note that I am not the only person who has mentioned the connection between e-learning technologies and constructivism. Andrea/Martine have used Vygotsky's Social-Constructivist theory to underpin their proposal that a computer can be utlized as a useful tool to enhance student learning and social interactions. Likewise, synchronous e-learning has a focus on constructivism and its links with social interaction.
Constructivists believe that individuals must construct their own knowledge and that all knowledge is temporary (that is, each concept is considered true until further experiences allow the learner to refine it). Learners in a constructivist classroom use a ‘problem-centred’ approach and content is not studied as isolated facts but as broad concepts and interdisciplinary themes (see here for a brief introduction to constructivism). Furthermore, ‘constructivism emphasises that learning takes place in a sociocultural environment. We learn not as isolated individuals acquiring chunks of disassociated quasi-permanent truths, but as members of society’ (Kate Wilson, 2003).
The notion of constructivism and social interaction are at the heart of synchronous e-learning, where, with practice, learners become aware of themselves as members of a community. These ideas can be supported by the work of Russian psychologist, and educational theorist, Lev Vygotsky (1896-1934).
At the core of Vygotsky’s Social-Cultural Theory (an introduction to this theory can be found here), is the idea that child development is the result of the interactions between children and their social environment. These interactions include interactions between the learner and their parents, teachers, siblings and peers. There are also interactions that occur between the learner and significant objects such as books, toys and culturally significant places. Through these interactions, learners actively construct knowledge, skills, and attitudes that do not merely mirror the world around them. Though Vygotsky lived well before the development of e-learning technologies, it is clear that synchronous e-learning can be included in the list of ‘interactions’ or ‘tools’.
Stephen has suggested that asynchronous e-learning increases a person’s ability to process information which ‘may well actually contribute to the development of - both a sense and real manifestation - a learning community’. This may well be true, though it appears as though asynchronous e-learning lacks the interactive and collaborative elements that are foundational to constructivism and social interaction. The construction of knowledge in asynchronous e-learning does not occur immediately (in real-time) as it does in synchronous e-learning. Does this inhibit and slow learning?
A synchronous e-learning classroom is a constructivist classroom. Each student brings prior knowledge, developed through a complex web of interactions, with them into the learning environment. Within the synchronous community, students are able to ask questions and gather responses immediately in order to construct further knowledge. The synchronous e-learning context is one in which students play an active role in learning. Information is gathered in a collaborative manner, with the teacher working with the students to help facilitate meaning.
There are a number of students (like myself), that are able to construct knowledge more effectively in an asynchronous manner as the extra time allows me to reflect more on the information presented. I don't agree that this would necessarily inhibit and slow learning for everyone, although I can see how some students would prefer the 'real time' interaction as a more effective way of learning. It really does depend on each students' ability to receive and process information in a specific time frame, and to what extent this is done.
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