Reflections from online teaching #3

Synchronous vs Asynchronous

These two terms have become ubiquitous in the conversations of teaching and learning throughout 2020 and now into 2021, but I feel they have been insufficiently defined in these conversations. For many, it feels that these two terms correspond directly to ‘lecture’ and ‘seminar’; with the asynchronous activity including students watching a 50-minute pre-recorded lecture, and the synchronous activities including a seminar discussion on the lecture’s topic. I’m afraid this is the furthest of comparisons.

So what does the literature define as ‘asynchronous’ and ‘synchronous’?

The OU provide a great distinction between these terms in their MOOC:

Asynchronous online teaching is where teaching materials are posted online, and learners work through them in their own time, communicating with each other and the teacher via discussion boards or forums, or even by email.

Synchronous teaching is where the teacher is present at the same time as the learner(s). 

Open Learn – from the Open University (2020)

Ok, so one the students complete the work autonomously and the other everyone is present at the same time. (n.b. Asynchronous learning can (and really should) still include an element of collaboration, communication and engagement; but more on that later.) This seems pretty straight forward, right? The important distinction, and perhaps the bit that’s left out, is what is provided in these two sessions? I mentioned earlier the comparison to lecture and seminar, so why is this so wrong?

I’d like you to think about this distinction more like the morning class and afternoon class in a full-time course. The morning class is where the bulk of the content is presented, during which the students develop knowledge and understanding of the content. They usually do some activities related to the content: a discussion task, compare their answers, exploring the topic/content. The afternoon class is where students apply that knowledge. They do a writing activity using the language presented in the morning. They give a presentation of the topic they have explored. Although you may be thinking, yes, well this is the equivalent of a lecture and seminar but ‘equivalent’ is the important word here. Yes, you present the bulk of the content in the lecture but that doesn’t mean the bulk of the content should be presented as a lecture during asynchronous learning. Neither should the synchronous session always be in the format of a ‘seminar’.

Let’s just clear something up. I am an advocate of online learning. In fact, although some colleagues may have some concerns over learning outcomes for students engaged with online learning, a review of 355 comparative studies “revealed no significant difference in learning outcomes […] between traditional and e-learning modes of delivery” (Hrastinski, 2008). This reference is significantly outdated; however, I would like to think that online modes of delivery and pedagogies have only improved since the millennium…

However, colleagues expressing these concerns have a right to do so, and I am definitely in that bunch. The necessity of moving teaching and learning online has brought some terrible practices, which I’m almost certain do not achieve the same learning outcomes as their face-to-face equivalent. Teachers and lecturers were pressured by time and externally stresses (including, but not limited to, working in their one-bed flats with their husband in the next door, talking very loudly…) and therefore were not able to read up on the latest pedagogical approaches to online learning. All of which was completely acceptable. But, as mentioned at the beginning of this blog series, we are now moving from the emergency remote approach to developed practices which are now required for a longer period of time than originally imagined.

So, what can we do about this? For e-learning initiatives to succeed, both individual educators and educational institutions must become more aware of both the benefits and limitations of different online teaching techniques and methods. Below I have included a list of ‘dos’ and ‘donts’ from my own experiences to give you some ideas about how you make the most of these two in your teaching. I note again, I have not conducted research into the effects of the below but these are built on my experience, student comments and general ‘feelings’.

Asynchronous

1. The importance of collaboration

“I haven’t focused all the way through a 50-minute recording so far this term” (A quote from one of my tutees)

In a lecture, we can see when students start to drift: we add questions, recap, times for processing. There are endless possibilities to provide this during asynchronous activities too. Using a forum for students to contribute to at certain points of the asynchronous delivery highlights anything that should be addressed in the synchronous session. Asking students to both post and reply to another, or alternating a ‘lead’ for the forum; one student per week proposes a question from the video lecture or reading or activity, and the other students reply. This promotes a collaborative and collective space to encourage a sense of belonging along with development of knowledge and understanding. This in turn promotes engagement (see below).

2. Engagement

“I haven’t focused all the way through a 50-minute recording so far this term” (The same quote from one of my tutees)

The same quote is just as significant here. Just as we’ve been doing in our classrooms and lecture halls, there should be some type of engagement with the content. This can even be used as preparation for the synchronous session but the importance here is encouraging students to engage, think about and question the content. If we must we can return to good-old Bloom’s Taxonomy, with create, evaluate and analyse at the top. Where are these in a 50-minute recording? Add questions for students – Moodle’s H5P allows you to add these to your video recording with a pausing function, meaning students have to engage with the question before they can continue. Add these questions after, via a forum, through email, through writing a paragraph, or finding an article which disagrees with the theory presented in the lecture etc. etc. etc. and bonus, there is not much preparation time needed for this.

3. Variation

Research has seen that asynchronous communication increases the processing of information, allowing the student more time to comprehend and process the information (Robert and Dennis, 2005). However, the use of a recorded lecture is prioritising certain learners. I recognise that ‘learning styles’ are a contentious topic but we all have days where we just. can’t. sit. and. read. Or where we can’t concentrate on a video. Adding different modes of delivery promotes inclusion, motivation, engagement and keeps students on their toes. This week we have a lecture where you answer questions throughout. Next week, we have 5 short, 10-minute audio clips, in-between you will complete short activities. The week after, the students will read an article/chapter and then contribute to a forum… This sounds like a lot to do but the time you’re spending recording that hour-long lecture could be put to better use.

Synchronous

1. Preparation

This is from both parties…

Students should have time to prepare for the synchronous activities. Some reading or indication of the type of questions or type of discussion which they will be engaged in. This will encourage participation and engagement.

Tutors may have to prepare more than previously. If you’ve been teaching for 10 years and update your slides with new theories and concepts without changing the underlying content then you may have previously walked into a lecture-theatre with the lesson plan ready in your head. Online delivery may take some further planning: planning of interaction patterns (see below), Task sheets (see previous blog), considerations of how and why it is better to have this question in a synchronous class over an asynchronous activity (that’s a matter for another blog to come). But an extra moment to prepare is important to deliver relevant and motivating synchronous classes.

2. Interaction patterns

Teacher >< Students

Students >< Students

Students > Teacher

These should be varied. As with any classroom, a PPT and a drone will send your students to sleep, or more likely on a scrolling journey through TikTok and Instragram. The great thing about the advancement in technology throughout this pandemic is you have the ability to change interaction patterns with, literally, the click of a button. MS Teams, Zoom, GoogleMeet all provide grouping/Breakout Rooms of some kind. They are flexible and adjustable. You can have groups of 5 to discuss their thoughts for 3 minutes; a pair to compare answers for 10 minutes; mini-presentations in groups of 3/4 students… the opportunities are endless if you take charge!

3. It’s not always about discussions

Ok, so it may seem like I’m contradicting myself here but hear me out. By changing interaction patterns, students should also have the opportunity to process. Processing time and silence is an important part of the class time which comes naturally in face-to-face lessons; strangely, this feels awkward online. From my experience, people tend to fill the silence with small talk or rush through information. Planning in time for no discussions is just as important as planning time for discussions.

References:

Bloom, B. S. (1994). “Reflections on the development and use of the taxonomy”. In Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren A. (eds.). Bloom’s taxonomy: A forty-year retrospective. Yearbook of the National Society for the Study of Education. 93. Chicago: National Society for the Study of Education. ISSN 1744-7984.

Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Review. Available from: https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning#fn2 Last accessed: January 2021.

OpenLearn (2020). Take your teaching online. Free Learning from The Open University. Available from: https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=77528&section=1 Last accessed: January 2021.

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