Asynchronous Learning vs. Synchronous Learning
by
Devonee Trivett
There are benefits and limitations of asynchronous learning (most
significantly present in online learning) vs. those of synchronous learning (mostly
the type of learning done in the traditional classroom). It is important to
identify these strengths and weaknesses in both types of online learning in
order to design learning experiences that are most beneficial for today’s
learner, which methods to use, at what point in the process to include one
method or the other, and why. This discussion will explore all of these factors
in designing an educational learning environment for an online learner.
Asynchronous learning is very interesting, and a relatively
new phenomena only scrutinized and studied since the inception of e-learning,
in that it is not usually a commonplace part of the traditional, brick and
mortar classroom model. Online and distance learning modes of instruction and
education are uniquely able to provide asynchronous learning experiences. The
strength of the online learning environment is arguably its essentially
asynchronistic quality. This specific characteristic of online learning, its
ability to deliver an asynchronistic experience to the learner, is what makes
online learning a better, more flexible learning experience conducive of
creating the thinkers and knowledge required in today’s complex environment. It is usually the asynchronistic nature of
online students themselves (working, non-traditional, seeking work/life
balance) that attracts them to an online learning experience (Hrastinski,
2008).
Synchronous Learning is when students and teachers
participate in the learning process simultaneously. The traditional classroom
lecture is an example of Synchronous Learning. Online learning can present
synchronous learning situations where the instructor offers online lectures,
webinars or video conferencing in the course design.
In his recent study comparing asynchronous and synchronous
e-learning, Hrastinski (2008) graphs the different types of responses elicited
in these different environments. In asynchronistic e-learning responses, the
numbers of content related sentences increases exponentially when compared to
the sentences in the synchronous e-learning responses. In comparison, the
number of socially supportive type statements delivered in synchronous learning
discussions outnumbers the socially supportive type responses observed in
asynchronous learning opportunities (Hrastinski, p. 53). So to simplify for our
purpose of comparing the benefits of both learning methods, an
asynchronistically designed learning activity will usually elicit more content
related, cognitive responses and a synchronistically designed activity will
generally elicit more social presence. Both are highly important elements in an
online learning community.
Further supporting the need for both modes of learning in
building online learning communities, recent research has focused on the
practices of emerging leaders. According to researchers, thought-leaders in the
online learning environment are able to engage in and trigger both content
related and socially supportive type communications, and students participating
in an environment where there is a high level of both types of discussion in a
given course report higher levels of perceived learning and satisfaction
(Waters, n.d, p. 20).
Online instructors report that
the asynchronistic classroom is highly conducive of higher order cognitive
activities. Asynchronous learning is
emerging as a mode of education that allows for learners to reflect, gather
more information, process information, and therefor use data-based research in their thinking
and in their responses (Hrastinski, pp. 53). So while both have their benefits
and challenges,when comparing these modes of learning, it is clear that both are important in
an online learning experience and that the specific element of asynchronous
learning is uniquely important for today's learner.
Resource List
Hrastinski,
S, (2008), Asynchronous and synchronous e-learning, Educause Quarterly 4: 51-55.
Pallof,
R & Pratt, K (2005) Collaborating
Online, Jossey-Bass, San Fransisco, CA.
Waters,
J (n.d) Thought-leaders in asynchronous online learning environments, Journal
of Asynchronous Learning Networks, Volume 16: Issue 1 19-33.
Wu,
D; Bieber, M; Hiltz, S (2008), Engaging students with constructivist
participatory examinations in asynchronous learning networks, Journal of
Information Systems Education 19 (3): 321–30.
