Jeannie Azzopardi
OMDE 603
Saturday, October 22, 2005
Assignment #1
Word Count: 1055
Comparison of A-synchronous and Synchronous Based Systems
i Introduction
The examination of distance education delivery systems should hold for the institution investigating them, above all else, accessibility for the student and proper application of the material to the appropriate system.
Many times, there is the attitude of faculty and staff of either staunch tradition should reign or technology is god – bigger is better. The question remains, which delivery method is superior? As Moore & Kearley (2005) point out, “no single technology is optimal for delivery of every kind of message to all learners in all locations” (p 15). Empirical testing of this issue is nearly impossible; the variables are too great. The answer can only be that neither is superior per se…only different (Bates, 2003).
Perhaps a better question would be to ask, which delivery method is best within a given application? Consideration of the audience, the material, funding, faculty and the total accessibility should denote the method of delivery, whether face-to-face, a-synchronous, or synchronous or even a hybrid.
For comparison purposes, the focus in this paper will be with regard to accessibility for students and instructors and appropriate application in consideration of the audience and the material.
i General Aspects
Synchronous delivery methods imply same-time, or live, instruction. These delivery methods can best be describes as classroom-like settings where the instructor and students are “together” even at a distance. Control of the material is usually with the instructor and learning is generally linear.
i Horizonlive, Centra, and WebEx: Synchronous platforms for distance education or training delivery. The instructor can be seen lecturing and presenting material synchronously on a white board. The material can also be enhanced by insertion of PowerPoint, web-based information or other technology. Students (or members) can participant synchronously through the use of audio input and chat areas that are either private or public.
i Technological View
o Horizonlive seems the most technologically advanced, containing more features allowing for additional input of supplemental information and a more involved learning environment. WebEx has interesting features that allow exchange of information from one desktop file to another between its members. Large graphic files can be applied for examination. Control can be passed to other members – while Horizonlive and Centra are specific leader controlled. Horizonlive can also be imbedded into the asynchronous platform of Blackboard to allow for an added synchronous element in a decidedly asynchronous dominion. Horizonlive was the only platform that included specific reference to accessibility for those with hearing and sight disabilities. All of the platforms have VoIP giving them the feel of traditional classroom – or boardroom - interaction. There are also webinar capabilities on all the platforms.
i Pedagogical View
o These synchronous platforms are ideal for web-conferencing, traditional environment applications (classroom-like) and for training in the corporate settings. They are built on traditional methods of imparting information and better suited to those instructors who adhere to behavioral concepts of teaching. For trainers, the WebEx is an exceptional tool for large corporations and those that with field offices. Meetings can be on-demand. The role of instructors and trainers is traditional – providing information in a linear fashion while students or members listen. Group interaction is an encouraged option but still retains the traditional control arrangement.
Asynchronous delivery methods are opened ended delivery methods. In other words, there are no set classroom times where students must attend. Students have the ability to retrieve information on their own schedule. Control is more student driven and learning can be less linear.
i Blackboard and WebCT: Asynchronous driven, these programs offer a platform for education delivery that guides students through a series of lessons, discussion boards and other avenues of instructional provision. Blackboard and WebCT offer tools for same time chat but is not generally geared toward synchronous learning. It is user friendly – with succinct guides and instructions – for both student and instructor.
i Technological View
o WebCT has the look and feel of a website while Blackboard feels more like an in-house platform – although both are web-based. There is tremendous opportunity for students to explore outside the realm of the system – which is generally encouraged. Both are technologically advanced in their capabilities to imbedded and import vast amounts of information, graphics and additional materials. Video and audio elements are available for development within the sites or for placement from outside sources. Guides and tutorials assist the instructor in development. Both have accessibility capabilities along with tutorials for development.
As with the synchronous platforms presented, Bb and WebCT have high levels of security, polling capabilities, assessment guides and evaluation arenas. Test development and delivery are also provided with timing elements available. Synchronous capabilities in chat rooms are provided. There are also supplements blocks or cartridges available for upgraded enhancement.
i Pedagogical View
o The WebCT and Blackboard platforms seem better suited to the educational environment and to instructors of the constructivist, collaborative, and cognitive schools as they possibilities for modification and pedagogy application are vast. Instructors can make their course feel like the traditional linear learning atmosphere or choose to unfetter the students creating a more open learning feel.
Summary:
We return to the question of which delivery method is best within a given application?
Synchronous courses may be a better choice for a younger audience used to classroom settings, while asynchronous courses are better suited for the non-traditional student (Roberts, 1996). A hybrid course may be the ticket for another course, for instance forensic chemistry, where there is a synchronous element imbedded into an asynchronous sphere. Primitive as it is, an element of correspondence (mailed material – slides, fibers, and so on) can be utilized along with the other platforms if the material prescribes it.
Training in institutions or corporations where there are large numbers of employees in one place may always be better served by synchronous delivery.
For institutions that see a greater number of disabled students, an asynchronous platform, where precise delivery techniques are more readily controlled by the developer and instructor.
There may even be a setting where web-based instruction is completely inappropriate and where a more rudimentary synchronous delivery is called for, i.e., radio transmission of instruction to rural areas where internet access is slow or non-existent and areas hit by massive destruction, like Louisiana where there is the added factor of poverty.
In sum, it is the delivery method that best corresponds to the needs of the audience and the demands of the material that should dictate choice and application.
References
Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: foundations for success. San Francisco, CA: Jossey-Bass.
Holmberg, B. (2003). Computer support of online learning, particularly online teaching and learning. In U. Bernath & E. Rubin (Eds.), Reflections on teaching and learning in an online masters program – A case study (pp. 137-171). Oldenburg: Bibliotheks – und Informationssystem der Universitat Oldenburg.
McGreal, R. & Elliot, M. (2004). Technologies of online learning (e-learning). In T. Anderson, & F. Elloumi (Eds.), Theory and practice of online learning (pp. 115-135). Retrieved October 5, 2005, from http://ede.athabascau.ca/online_book/ch5.html
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Wadsworth. (2nd ed.).
Roberts, J.M. (1996). The story of distance education: A practitioner’s perspective. Journal of the American Society for Information Science, 47(11), 811-816.
Demos
Horizonlive: http://www.horizonlive.com/try_product_demo.php
Centra: http://www.centra.com?demovideo/index.asp#trial
Webex: http://try.webex.com/mk/get/livedemo?trackID=2
WebCT: http://www.webct.com/products#demos
Blackboard: http://www.blackboard.com
