Many people new to online learning have not yet heard the terms
You may already be familiar with examples of asynchronous online activities that often take place in learning management systems, like discussion forums, polls and feedback surveys. Learners participate in these activities at times of their own choosing.
Alternatively, synchronous online describes when people gather together in a web-based space at the same time. Such gatherings often have a facilitator who is responsible for guiding the group's process during their meeting.
There are numerous ways to gather synchronously. The most common are often video-based real-time meetings or webinars using technologies such as Zoom or Collaborate. However, synchronous discussions can also occur using technologies such as chat rooms, text messaging or even technologies such as Google Docs where people are in different physical locations but are collaboratively editing a single document at the same time. That said, most of the time when people talk about synchronous learning, they are referring to real-time video conferences where people gather together in the same virtual meeting room at the same time to participate in some type of event together.
There are many reasons why people choose to facilitate synchronously online in educational settings including;
In addition, particularly when synchronous sessions are combined with longer, asynchronous online courses, they can;
Stefan Hrastinski, in his 2008 article "Asynchronous & Synchronous E-Learning", notes:
"Synchronous learning, commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and teachers experience synchronous e-learning as more social and avoid frustration by asking and answering questions in real time."
Though the quote above mentions just videoconferencing and chat, today it could be argued that we rely even more heavily on web-conferencing platforms to support synchronous learning online, and these platforms also offer the benefits described above. And Martin & Parker (2014), in their article "Use of Synchronous Virtual Classrooms: Why, Who and How?", have noted that "synchronous virtual classrooms via web conferencing systems are increasingly being used in higher education".
While there are benefits to learning synchronously, there are some limitations that facilitators should be aware of. These include;
Facilitating in synchronous online environments is something that is fairly new to many of us (Jones & Gallen 2016). Jones & Gallen (2016) also indicate that "it is useful to make a distinction between the development of technical competence and the development of practices which facilitate effective learning using such tools" (p. 616). So as facilitators in these environments we must not only learn and enhance our technical skills but our facilitation skills as well.
Jennifer Hofmann, President of InSync Training, a corporation that specializes in "virtual training", argues that there are multiple skills for synchronous online facilitation, which are different than what is needed in the face to face classroom. In her article, "Virtually There: Developing the Competencies of Virtual Classroom Facilitators", she lists the following areas as crucial for "virtual trainers" to be skilled in.
This chapter is adapted from the FLO Synchronous workshop by BCcampus and released under a CC-BY license.
This content is provided to you freely by EdTech Books.
Access it online or download it at https://edtechbooks.org/digital_facilitation/synchronous_facilita.