Evidence Based Posting No. 1

On Line Communication Tools

Traditionally, my learning process has been built around the classroom environment, where teachers and students meet at the same place and at the same time. Since, I started the TIE program I have experienced the use of different online communication tools (asynchronous and synchronous).

The invention of the Internet and the used of the World Wide Web has contributed to a new technology era. Now students do not have to set a foot on a classroom; rather, they can fulfill all the course requirements using the computer and the internet, as we are doing now. The use of online communication tools as for example: e-mails (asynchronous), IM, web conference (synchronous) have enhanced students learning. In the article Designing for the Virtual Interactive Classroom, Judith V. Boettcher state that “The shy students seem to talk more; students often graciously engage and support each other; they seem to reflect and express more thoughtful ideas in online forums; and busy students can learn anytime anywhere.” I agree with her, students may be more comfortable joining online discussions where they can take time to formulate their responses. In my opinion, all these bring more meaningful interactions with the teacher and promote the development and growth of the learning community through the used of student collaboration and group work; as long as access is available to all students, group projects can be assigned even though students cannot arrange for a common meeting time. Students that are absent from class will have the opportunity to participate and to get updates from other classmates or teacher about the activities done in class. I also found fascinate that these tools extend the classroom boundaries to virtual tours, museums, videos, etc.
The conflicts that I see of using asynchronous and synchronous technology in the classroom are:
In synchronous communication, all students have to be at their computers at the same time to participate; scheduling may be difficult. Synchronous technology generally requires special software or other equipment that is not available to all schools and to all students. In synchronous and asynchronous communication body language, such as gestures and facial expressions, are absent, which in some cases can make the conversation more difficult to follow and easier to misunderstand.


References

Judith V. Boettcher, "Designing for the Virtual Interactive Classroom," Campus Technology, 4/29/2005, http://www.campustechnology/article.aspx?aid=40223

V. Singh, M. Khasawneh, S. Bowling, “The Evaluation of Alternate Learning Systems: Asynchronous, Synchronous and Classroom,” Retrieved, 4/20/2007, http://www.ws.binghamton.edu/mkhasawn/Publications/Conference/Other/ICCAES%202002%20(Learning%20Systems).pdf