Research

Research

Interaction, whether between student and instructor or peer-to-peer is a crucial piece of any classroom setting. Specifically in regards to the distance learning environment, computer-mediated communication (CMC) is often considered to be one of the most critical components of learner success (as cited in Thompson & Savenye, 2007). Two distinct formats for instructional applications of technology are asynchronous and synchronous (Johnson, 2006).

Asynchronous communication allows learners to participate in discussion in a more personalized format which is believed to achieve thoughtful reflection. In fact, asynchronous learning originated in the early forms of distance education, such as with correspondence schools (as cited in Johnson, 2006). Modern day distance education utilizes these concepts through the use of online discussion boards, blog communication, and various social networking assignments.

Alternatively, synchronous education allows for real-time collaboration between student-to-teacher and student-to-student. As cited by Johnson (2006), synchronous applications in educational technology can be traced to the use of closed-circuit television in the 1940s and the interactive video-conferencing of the 1980s. Today’s use of synchronous education ranges from the incorporation of instant messaging and whiteboards to audio and video conferencing.

There has been great debate in regards to which form of communication is the “best” method for distance learning. The research of Maushak and Ou (2007), indicates that experienced distance educators prefer asynchronous education for its ability to invoke in-depth analysis of course content, however there is concern that threaded forums of this education are only dominated by a few members of the discussion. Maushak and Ou (2007) completed a study of an online master’s course in educational technology. Students were encouraged to investigate a variety of communication tools and their uses with both group and individual projects. The communication tools utilized included instant messaging, email, and discussion boards. Results of the study were obtained through saved IM transcripts as well as through discussion board postings. They found that collaborative face-to-face interactions were greatly facilitated through the use of instant messaging. There were cons, however, due to time constraints and geographical locations. In conclusion, the pros outweighed the cons and the real-time form of communication was viewed to be highly favorable among the students.

Despite the communication style utilized by the course or instructor, learners must participate and be motivated to participate in order to fully benefit from the education they are provided. According to Thompson and Savenye (2007), a question must be asked to determine the drivers of student participation: Do student participation levels vary by (1) experience with previous courses in the online environment, (2) course, or (3) instructor? Thompson and Saveyne completed a study examining computer-mediated communication in correspondence with the aforementioned factors. The setting consisted of a Master of Business Administration online course designed for working adults. The findings based upon Thompson and Saveyne’s research indicates that students who have previously experienced online education had a greater level of participation in the course, suggesting that there may be more of a comfort level at hand. Results also indicate that the course itself may have a higher determination of student participation, due to the specific instructor or the subject matter of the course. Lastly, a majority of the students who were involved in Thompson and Saveyne’s study were employed full-time throughout the course, thus having a limited amount of time to devote to the course. In conclusion, it was determined that further studies were required to more accurately identify the motivation and participation of the students.

Communication among everyone involved is necessary to ensure the utmost learning is achieved in any educational environment. Whether this communication occurs face-to-face, real-time via instant messaging or through weekly posts on a course discussion board, it all has its place in the world of education. This communication coupled with participation in the curriculum at hand can lead to a successful online course completion.

References

Johnson, G. (2006, July). Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 46-53. Retrieved December 14, 2007, from Academic Search Complete database.

Maushak, N., & Ou, C. (2007, Summer). USING SYNCHRONOUS COMMUNICATION TO FACILITATE GRADUATE STUDENTS' ONLINE COLLABORATION. Quarterly Review of Distance Education, 8(2), 161-169. Retrieved March 3, 2008, from Academic Search Complete database.

Thompson, E., & Savenye, W. (2007, October). Adult Learner Participation in an Online Degree Program: A program-level study of voluntary computer-mediated communication. Distance Education, 28(3), 299-312. Retrieved March 3, 2008, from Academic Search Complete database.