Synchronous learning happens in real time and can be conducted either face-to-face
(f2f) or online. Instructors will need a D2L course shell from their department course
coordinator for their synchronous learning course. Instructors and learners log in
at the same time on a set class schedule. Instructors in a synchronous environment
may take attendance (whether online or f2f), and there is real-time interaction between
students and instructors. Learning can happen in the same physical environment, like
a lecture hall, or an online environment. If conducted online, instructors may use
web conferencing, teleconferencing, live-chatting, and live-streamed lectures that
must be viewed in real time.
Synchronous Learning & Teaching Training
Differences between Asynchronous and Synchronous Learning
Synchronous & Asynchronous Learning in an Online Course
A combination of synchronous and asynchronous learning is the best way to deliver
content in an online course. The Absorb-Do-Connect formula, VoiceThread and other
Blackboard tools can help make learning in your course more efficient and interactive.
Examples of Synchronous Learning
Lecture hall, face-to-face teaching on college campuses
Web conference sessions (live sessions on Zoom, MS Teams etc.)
Live streaming lectures
Live virtual sessions for consultation and feedback
Live discussions through breakout rooms/chat rooms
Live webinars
Proctored exams (in class or online)
Engaging Students in a Synchronous Course
Due to its synchronous nature, engaging students in the course material is easier
than in an Asynchronous class. When students and instructors are present in a common
learning space (physical or virtual), participation depends only on how well the session
is planned; you can make these sessions as engaging as you want. Here are some ideas
to create engagement in a synchronous class:
Small discussion groups based on case studies, chapters, white papers, or scholarly
articles
Collaborative projects
Teach your peers sessions (Groups of students are assigned topics they will teach
the class after preparing)
sessions (individual students create Pecha kucha presentations)
Problem-solving sessions
Writing a book/e-book
Creating a diorama or chart
Question hour dividing class into teams or groups (for factual objective sessions)
Making a movie/video/presentation together or individually
Synchronous Teaching: Advantages for Instructors
Real-time interaction:Because all participants are present at the same time, instructors can teach all students
at the same time because of a fixed schedule. They can create activities and interactive
sessions that involve all students at the same time. Instructors can observe the class
for participation and get a good sense of whether the class has understood concepts.
Active discussions, immediate feedback and personal interactions between peers and
instructors are easier and help create a thriving classroom community (online and
in the classroom).
Real-time engagement with content:Synchronous sessions provide instructors the opportunity to observe the exchange of
knowledge between participants and explore topics, ask questions, and discuss ideas
and concepts more dynamically. Instructors can also engage students in high-fidelity
activities, which builds confidence and creates the motivation required for learning.
When students engage with real-life problems in a class (based on a case study or
real-life scenario), they understand the content better. This helps them connect the
information from the class to real life use.
Real-time feedback:Because students are present in real time, providing generic feedback and conducting
remidial sessions for the class, based on observations from quizzes and assignments
that the class has completed, becomes much easier.
Instructional depth:In a synchronous environment, students and instructors both have the opportunity to
interact regularly and frequently, providing regular opportunities for face-to-face
discussions, individual guidance, and mentorship. This regular interaction helps students
who want to a take deep dive in the subject understand concepts and ideas better.
Creating a thriving student community:The physical proximity or even the regular face-to-face online interactions during synchronous sessions help students form deeper connections and relationship with other students in the class. Literature suggests that a strong and active social life on campus can be 鈥渦sed to explain both high persistence and learning satisfaction鈥 (Rovai, et al., 2005, p.4) and this could be said about online learning too, especially in the time of the present pandemic.
Synchronous Learning: Advantages for Students
There are many advantages for students to opt for synchronous learning, whether online
or on campus. The synchronous online model is especially beneficial because teaching
can take place at a larger scale at lesser cost without compromising the productive
student-teacher interaction. Here are some advantages for students who opt for online
synchronous learning:
Reduced tuition and transport costs:By using an online synchronous delivery model, institutions and corporations can save
money and make learning cost effective for students and for themselves. Synchronous
instruction is real time and includes much of the benefits of face-to-face learning
but mitigates the cost involved because it can be scaled up and down with minimal
infrastructure cost. Also, students and instructors save money and time spent on traveling
to physical locations and more people can be taught more frequently with no additional
cost.
Collaboration, Engagement, and Interactivity:The best way to translate the face-to-face experience to an online format is to choose
the synchronous delivery format. Most Learning Management Systems and online web conferencing
apps have tools that give all participants, learners and instructors, the opportunity
to engage, collaborate, and interact with one another.
The Online Advantage:Online Synchronous learning can be accessed online from any location with an internet
or Wi-Fi connection.
Disadvantages of Synchronous Learning
Synchronous learning is not as flexible as Asynchronous learning because learners
have to adhere to a specific course schedule. Content may or may not be available
at all times, and students need to log in at scheduled times to attend class. This
may not work if learners have jobs or other time bound responsibilities.
Face-to-face synchronous sessions give learners the opportunity to interact, make
eye contact, and speak directly with the instructor, but online synchronous sessions
may not provide this same opportunity. During online web conference sessions, the
instructor may not see all learners at once and may therefore be unable to read gestures
and body language. Instructors may not be able to detect whether students are paying
attention, understanding the concepts, or interested in the class.
During online synchronous sessions, the instructor has full responsibility to keep
students engaged and maintain the quality of the instruction at all times. If synchronous
sessions are not planned well or lack engagement and interaction, student learning
may be affected. Instructors must plan the live sessions well in advance.
Further Training
LIVE COURSE: Sustainable Course Design Workshop (SCDW)
Digital Learning Innovations invites 成人直播 Faculty to participate in the Sustainable
Course Design (SCD) Workshop. This is an online, asynchronous, 3-week course designed
to provide participants with technical and pedagogical skills for designing and developing
a foundation course using effective course design elements.
By the end of this workshop, participants will have designed and developed the Start
Module, one module/unit of their choice, an accessible course syllabus, a communication
and feedback plan and a course alignment map for an upcoming course they have chosen
to work on.
This workshop focusses on sustainable design that supports building a base course that can be used to teach in any modality, because it incorporates 鈥渟ustainable鈥 features which can be used in various course modalities.
References/Recommendations
Bennett, L. (2020, September 3). .
Branch, R. M. (2009). Instructional design: The ADDIE approach (1st ed.). Springer
Publishing Company, Inc.
Gilbert, B. (2015). . Education Masters. Paper 303.
Lawless, C. (2020, April 23). Synchronous vs asynchronous learning:
Rovai, A. P., Wighting, M. J., and Liu, J. (2005). School climate: Quarterly Review of Distance Education, 6(4), 361-374.