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Synchronous online learning
- 1. Synchronous online learning Paula Brooks September 11, 2011 AET 531 Dr. Cynthia Jackson
- 8. FACILITATION STRATEGIES Using Whiteboard Use of interactive presentations Set expectations and procedures Use of audio & video (including live feeds) Use of discussion forums
- 9. Enhancement tools Online messaging (Yahoo or AIM Messenger) Web Conferencing Online classroom Blackboard Face Time Function (I-phone Application) Google Docs Online Chat(Skype, Google Talk)
- 10. REFERENCES Advantages and Disadvantages of Online Synchronous Learning. (2011). Business-Software. Retrieved September 10, 2011, from http://www.business-software.com/virtual-training/advantages-and-disadvantages-of-online-synchronous-learning.php Prestera G. E. & Moller, L. A. (2001). Facilitating asynchronous distance learning. Penn State University. Retrieved from http://frank.mtsu.edu/~itconf/proceed01/3.html Kolsaka, M. (2011, August 10). Using Synchronous Tools to Build Community in the Asynchronous Online Classroom. Faculty Focus. Retrieved September 10, 2011, from http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/using-synchronous-tools-to-build-community-in-the-asynchronous-online-classroom/
Notas del editor
- “Online learning delivers many advantages, especially when delivered using a synchronous, live model. The synchronous approach makes online learning very similar to the physical classroom, allowing for a maximum of interaction and live collaboration,” (Business Software, 2011).
- “The synchronous approach makes online learning very similar to the physical classroom, allowing for a maximum of interaction and live collaboration. On the other hand, there may be challenges in terms of access, scheduling, and bandwidth. The advantages are many, but there are nonetheless still a few challenges in delivering a synchronous online learning environment. Above all, it requires a confidence level with technology, which some students may lack,” (Software Business, 2011).
- “Instructional strategies for facilitating online distance learning are identified and discussed. These include: instilling ownership through individualized content, projects, and assessments; making meaningful connections through goal-based exploration of content; collaborating through learning communities; encouraging reflection through moderated discussions; and representing complex knowledge structures through concept mapping. These strategies call for instructors to play a more facilitative role in the learning environment. Five facilitator roles are discussed: that of a guide, mentor, catalyst, coach, feedback-giver, and resource-provider. These roles give rise to several new competency requirements for online instructors,” (Moller & Prestera, 2001).
- “Sometimes students in the online environment just need that extra nudge to feel connected in order to truly excel. As instructors, we can facilitate community-building in an asynchronous environment by utilizing synchronous tools.Synchronous tools can help humanize the classroom.Setting up open office hours via a synchronous tool allows students to reach out in a specific time window with questions and get a real-time answer.Many synchronous tools allow us to use video or face-to-face chat, allowing the student to see our faces as we speak to them about their direct concern.Both students and instructors are learning while interacting. Communicating in the online classroom is very different than in a traditional face-to-face classroom.Synchronous tools require real-time teamwork,” (Kolsaka, 2011).