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Stretching the Limits of Asynchronous Interaction

Stretching the Limits of Asynchronous Interaction. Laurie P. Dringus, Ph.D. Associate Professor School of Computer and Information Sciences Nova Southeastern University 6100 Griffin Road Ft. Lauderdale, FL 33314 954-262-2073 laurie@nova.edu. Abstract.

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Stretching the Limits of Asynchronous Interaction

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  1. Stretching the Limits of Asynchronous Interaction Laurie P. Dringus, Ph.D. Associate Professor School of Computer and Information Sciences Nova Southeastern University 6100 Griffin Road Ft. Lauderdale, FL 33314 954-262-2073 laurie@nova.edu

  2. Abstract The presenter will identify several key interaction “protocols of practice” used to stretch or extend the asynchronous interaction mode. Interaction protocols highlighted today: Fast Track Asynchronous (FTA), Just-in-Time Asynchronous (JITA), Short Range Asynchronous (SRA), and Real-Time Asynchronous (RTA).

  3. Objectives TO EXPLORE: • Do the tools we have support the methods we use to interact online? • To recognize various asynchronous protocols that help us put into context what we are doing with our online tools.

  4. Background • Flexible engagement • This flexibility allows us to “stretch” towards the synchronous without losing the benefits of convenience and just-in-time learning.

  5. Timing and Orientation Related to Information, Events, and People • To maximize the inherent flexibility of ALNs, we need to recognize how timing and orientation are critical aspects to the continuum of course events and to interaction.

  6. Timing Objective: to stay CURRENT with people, information, and events in an online course. • Timing is about maintaining a CONTINUUM of activity and for retaining a sense of being CURRENT in an online course, both in the moment and across the entire course.

  7. Duration is about choosing the appropriate moments and time frames for which learning tasks and other events occur in an online course.

  8. Orientation • A dimension that focuses on past, present and future events. • Related to one’s perception of when meaningful activity takes place. • A challenge of balancing information and keeping learners on-task on specific objectives.

  9. Spectrum of Activity flexible motion Interaction Experience Asynchronous Synchronous

  10. Protocols for Stretching Asynchronous Interaction Fast-Track Asynchronous (FTA) Just-In Time Asynchronous (JITA) Short Range Asynchronous (SRA) Real-time Asynchronous (RTA) Broadcast (BCAST)

  11. Fast Track Asynchronous (FTA) Requires the most recent and vital resources to be consumed immediately by the learner. Works on the criterion that the learning process is accelerated without regard to resources being consumed.

  12. Just-In-Time Asynchronous (JITA) Applied when information and/or resources are to be invoked only when absolutely necessary or at critical time lines. JITA is used based on efficiency.

  13. Short Range Asynchronous (SRA) Shared resources that have a limited “shelf” life. Information that is only useful in a short time span. Fluid schedules for remaining current are necessary.

  14. Real-time Asynchronous (RTA) Activity was synchronous at the time of preparation or implementation, but is fundamentally used in an asynchronous manner.

  15. Broadcast (BCAST) To scatter information or spread in many directions.

  16. Recap • Concepts of timing and orientation matter more in an ALN than the direct need for “live” interaction. • Asynchronous interaction allows for continuous interaction and for retaining a sense of being current with people, events, and information.

  17. Considerations • Do the tools we have support the methods we use to interact online? • How can we make our asynchronous practices visible so that future designs of tools match our protocols of practice?

  18. Reference List • Dringus, L.P. & Terrell, S. (1999). The framework for DIRECTED online learning environments. The Internet and Higher Education, 2(1), 55-67.

  19. Dringus, L.P. & Terrell, S. (1998). Awareness as a metaphor in online learning environments. Paper presented at the International Conference on Technology and Education (ICTE), March 8-11, 1998, Santa Fe, New Mexico.

  20. Hiltz, S.R. (1997). Impacts of college-level courses via asynchronous learning networks: some preliminary results. Journal of Asynchronous Learning Networks (JALN), 1(2), see: www.aln.org/alnweb/journal/jaln_Vol1issue2.htm

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