Defining Asynchronous e-Learning

Micah has introduced to us synchronous e-learning. It is my task to briefly explain what is meant by asynchronous e-learning.

At the outset, I would like to make clear that, despite the seemingly dichotomous nature of this “debate”, I don’t think that synchronous and asynchronous e-learning are polar opposites as such. Rather, the terms describe differences in the mode of learning, not fundamental differences which make the two incompatible.

As Micah has pointed out, ‘Synchronous e-learning takes place in “real-time” and is therefore immediate’. Conversely, ‘Asynchronous learning occurs when the training is accessed at the learner’s convenience and can take place in different time frames and places.’ Much of the ICT use in education thus far has been asynchronous. For example, I wonder how many of us have used ‘self-paced computer-based learning via the Internet or from CDs and data streaming, audio/video, bulletin boards and e-mail’?

Many of us have experienced the benefits of asynchronous e-learning which, according to Etherington (2008), ‘lets students access prepackaged software on their own time, working at their own pace and communicating with a cyber-instructor or even other students through e-mail. In addition, asynchronous E-learning is reflected by school student’s use of the Web; practices which involve students connecting to and downloading information.’

Hrastinski (2008) suggests that asynchronous e-learning ‘increases a person’s ability to process information [because] the receiver has more time to comprehend a message because an immediate answer is not expected.’ This may well actually contribute to the development of - both a sense and real manifestation - a learning community, which contrasts with the implication in Micah's post that "community" is created with a synchronous approach.

While the benefits of flexibility will be immediately obvious to the reader/educator, I want to begin my exploration of asynchronous e-learning by considering some of the potential issues which might be of concern to the educator. My next post will focus more critically on the implicit values inherent in asynchronous e-learning.

Defining Synchronous E-learning

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.

What is e-learning?

Synchronous and asynchronous learning can both be defined as types of e-learning. But before we can define and debate synchronous and asynchronous e-learning, we need to define the term 'e-learning'. This brief youtube clip gives an introduction to some of the key ideas regarding e-learning and is a useful starting point of our debate.

Each person in the video has a different conception of e-learning.

What do you think of when you hear the term e-learning?