Interactivity and synchronicity in online learning

1. Interactivity and synchronicity in online learning Alastair G. Smith School of Information Management Victoria University of Wellington New Zealand Alastair.Smith@vuw.ac.nz

2. Overview • Interactivity and synchronicity in distance learning • Compare modes of learning in interactivity/synchronicity grid • Synchronicity and interactivity are related • But online learning can have a high degree of interactivity without being synchronous

3. Interactivity • Interactivity: extent to which a learning mode enhances interaction between the student and • the material being studied • the instructor(s) • other students.

4. Synchronicity • Synchronicity: extent to which a learning mode takes place in real time, i.e. instantaneously.

5. Modes of instruction • Face to Face: high interactivity and synchronicity. • Correspondence learning: low interactivity and synchronicity. • Email discussion group: high interactivity despite low synchronicity. • Interactivity between instructor and learner a critical success factor in online learning (Doherty 2001)

6. Asynchronous Advantage? • Experienced distance educators prefer asynchronous mode (Soo & Bonk, 1998) • Students studying by asynchronous learning completed assignments in 25% less time than synchronous (Wright, Marsh, & Miller, 2000) • Asynchronous learning environment facilitated student learning communities for distance learning(Kochtanek & Hein, 2000)

7. Interactivity/Sychronicity • Modes are not on a continuum • Can compare in two dimensions • X: interactivity • Y: synchronicity

8. High synchronicity Audio Conferencing 1:many Video conferencing1:many Audio Conferencing Many:many Video conferencing Many:many F2F class Chat Wimba discussion board Email list Online Forum 1:1 email Low synchronicity Print materials Interactive digital tutorial Low interactivity High Interactivity Interactivity/Sychronicity Grid

9. Interact with technology rather than material? • “Communication apprehension” (Monson, Wolcott, & Seiter, 1999) • “medium interfered with the message”(Manuel, 2001) • Print-based material delivered online when physical delivery of hard copy would be more appropriate

10. Email • Asynchronous, but can be highly interactive • Asynchronicity aids time shifting for working students

11. Discussion forums • Intermediate synchronicity • Can integrate with learning materials in WBLEs • Can have multiple views • But require motivation • Audio voice boards: asynchronous, but enhanced interactivity

12. Virtual classrooms • Text based, but synchronous • Online whiteboards etc enhance interactivity • synchronicity and interactivity higher than email and forums

13. Audioconferencing and videoconferencing • Long history • Fully synchronous • Many-to-many: high interactivity • May be less interactive than Virtual Classroom/Chat where student can contribute at any time.

14. Digital interactive tutorials • Asynchronous, but can be highly interactive

15. Advantages of asynchronicity • Study at evenings and weekends • Time zones. • Less assertive students contribute, don’t have to wait for gaps in discussions. • Students who are slower at expressing themselves: disabilities, EFL • Asynchronous discussions: contributions more considered, research • Asynchronous discussions can be assessed for credit

16. Conclusion • Interactivity/synchronicity gridenables enables analysis of specific mode in terms of interaction, synchronicity • In asynchrous modes, utilise features that promote interactivity • Online learning not about reproducing the traditional F2F environment, but about utilising technology appropriately