Comparing the Aspects of Asynchronous and Synchronous Learning.

When looking at the disadvantages and advantages many aspects were taken into consideration.  Our goal was to layout the most important that would tie in best with the other subject matter.  Here is a look at what we decided fits the best:

Advantages of Asynchronous Learning

Ø  Allows time for reflection.

Ø  Encourages critical thinking.

Ø  Equalizes the learning environment for introverted students and students whose first language is not English.

Ø  Engages students with a wide variety of learning styles.

Ø  Enables students to participate vicariously (lurk) without conveying an

     attitude of detachment.

Ø  Flexible

Disadvantages of Asynchronous Learning

Ø  Not getting feedback in a timely manner.

Ø  No interaction with people or a facilitator.

Ø  Gives feelings of disconnect.

Ø  Can take away motivation to some capacity because there is no one giving you a constant push.

Ø  Sometimes there is no association with the real world, or making the topics seem relative.

Ø  A person without discipline many not flourish in this environment because it is up to the individual to get his or her work done.

Synchronous Advantages

Ø  Cost effective. 

Ø  Able to reach a larger audience.

Ø  Eliminates the use of office space, meeting places, or cost of property costs.

Ø  Learners can learn in real time so it makes the instruction or class more interactive.

Ø  Feedback is good because of real-time experience.

Ø  The ability to have multiple staff on hand to help facilita

                                                                              Synchronous Disadvantages

Ø  Everyone is not comfortable with technology, which could make people not grasp the concept being taught.

Ø  Some people need face-to-face interaction with others as well as the instructor to get what is being taught.

Ø  Not all subjects are created equal, meaning some subjects cannot be taught in an online setting.

Ø  In the online setting there may be technology failure so everyone may not be able to be in synch.

Ø  Accessibility is a must, or has comparable technological devices in order to make this process work.

Ø  Even with the best preparation coordination may not go as planned.   (Kelly, 2011).

      Differences in Facilitation Strategies of Asynchronous and Synchronous Learning

Synchronous Learning

Facilitation strategies that enable a synchronous online environment are as effective as the face-to-face contact in a traditional classroom environment because it enhances and improves the instructional delivery method of the course content. Whether in an online learning setting or in a face-to-face learning environment, both settings can successfully utilize the necessary tools for academic advancement.  A well-prepared instructional agenda can ensure that each learning style is targeted with effective tools and that each student can gain the ability to attain the course objective.  Challenges may arise for an online course setting as emphasis is placed on communication whereas it can be performed with much ease and flexibility in a face-to-face traditional classroom environment.

Asynchronous Learning

It is crucial that distance learning facilitators utilize strategies that allow learners to place a phrase or idea within a suitable context, identify significance, and implement choices. To acquire a level of learning that is dependable upon knowledge constructing entails reflection, examination, and cooperation, which substitutes learning fundamentally by encouraging learning. Knowles (1975) supports the use of these methods, suggesting that learners are motivated by internal incentives, such as self-esteem, achievement, personal growth, sense of accomplishment, and curiosity -- all by-products of collaborative problem-solving activities (Knowles, M.,1975). 

Differences between the Facilitators and the Learners in Each Type of Learning

Synchronous Learning

The facilitator must demonstrate structure and organization within both learning settings in order for students to remain focused, motivated and determined of the course content.  It is imperative that the course outline for either learning setting is concise, clear and serve as an essential guideline tool.  It is important for an instructor to acknowledge that each individual learner has developed a learning style preference. It is the instructor’s responsibility to ensure that the proper and adequate tools are provided to enable students to gain the same learning experience in an online environment and a face-to-face classroom setting.   

Asynchronous Learning

Facilitators of distance learning communities normally play various roles containing that of designer, administrator, instructor and technical support. Of these roles, the most transparent and the most essential role is that of a facilitator. The facilitator role consists of establishing, retaining, and modeling the learning community. Six crucial roles related with facilitation have been recognized, including that of a leader, mentor, instructor, and resource-provider. Regardless of the medium that is chosen, online learning environments are normally different and unknown to new students. “Though many people today are familiar with email, for example, a learning environment that employs email and listservs as collaborative learning tools can, at first, seem awkward”  (Prestera, 2001). A crucial component of the facilitator’s role is to help learners become familiarized with their new environment so that the technological advances become translucent. As learners adapt to the environment, the instructor should motivate them to apply better control over the learning process.

Kelly, R. (2011) Synchronous and asynchronous learning tools: 15 strategies for engaging online students using real-time chat, threaded discussions and blogs, retrieved from http://www.cincinnatistate.edu/online/faculty-resources/15%20Strategies%20for%20engaging%20online%20students%20using%20real-time%20chat-%20threaded%20discussions%20and%20blogs.pdf  

Knowles, M., (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Cambridge Adult Education.

Prestera, G. E. (2001). Facilitating asynchronous distance learning Exploiting Opportunities for Knowledge Building in Asynchronous Distance Learning Environments, Retrieved from http://frank.mtsu.edu/~itconf/proceed01/3.html