Talking Together: Using Synchronous Discussions in the Online Classoom

Synchronous discussions are a key component to effect online classroom environment. Like asynchronous discussions discussed in a previous post, synchronous discussions play a role in community building and developing deeper understanding of course material.

What is a synchronous discussion?

A synchronous discussion occurs when one or more individuals meet at the same time to discuss a topic. In the online environment this could be a conference call, a chat room, or a video chat using video conferencing software (Pauleen & Young,2001). Synchronous discussions simulate face-to-face classroom discussions, but differ in actual execution.

Synchronous discussions happen all the time in our day-to-day life. Think of the conversation you had with your co-worker in the hallway, or the phone call with your mother. Those  simple examples of synchronous discussions in everyday life.

Benefits of synchronous discussions in the online classroom

Synchronous discussion, like asynchronous discussion, promotes a sense of community among online learners, mitigating some of the feelings of anxiety or isolation for many students (Sulalman, Idrus, & Dzakiria, 2004).  Some research indicates that synchronous discussions lead to longer, more in-depth, relevant writings in the class (Kim 2014).

By talking together, students also build a stronger sense of collaboration in their learning environment(Park 2007). Additionally, an emotional connection can be established with the use of synchronous discussions, further promoting student success (Han 2013).

Pitfalls of synchronous discussions in the online classroom

Synchronous discussions can be exceedingly difficult to orchestrate. Students take online courses for various reasons, mot the least of which is the ability of work on classwork in the midst of busy lives. Additionally students work in online classrooms from various time zones, making synchronous interaction difficult to organize. 

Another issue arises with synchronous discussions. Like face-to face conversations, a synchronous conversation requires immediate responses, lessening the time for reflection and deeper understanding during that time frame (Cleveland-Innes & Ally, 2004). Synchronous discussion must be carefully designed and facilitated in order to be effective as well.

Effective synchronous discussions

In order to be the most beneficial, synchronous discussions must be carefully organized and facilitated. Key components to include are open-ended questions (Wang,2005) which lead to more in-depth discussion (Cox, Car, & Hall, 2004), moderator enthusiasm and established norms to keep the conversation flowing(Shi, Bonk, & Mishra, 2008), and addressing lack of emotional and social cues in order to ensure a sense of trust and community (Han, 2013).

Conclusion

Effective synchronous discussions do not happen on their own. The instructor must be prepared. An initial synchronous discussion can be used to establish a sense of community, or it can be used in conjunction with asynchronous discussions to establish a strong, free flowing environment in which the students feel they can trust and have open conversation with one another. While synchronous discussions can be difficult to orchestrate, the benefits to the classroom are numerous. 

***
Works Cited

American Journal of Distance Education. Oct-Dec2013, Vol. 27 Issue 4, p253-264. 12p.

Berge Z., (1995), Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology. 2-30.

Cleaveland-Innes M., & Ally M. (2004), Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments. Canadian Journal of University Continuing Education, 30(1), 15-35.

Cox G., Carr T., & Hall M. (2004). Evaluating the Use of Synchronous Communication in Two Blended Courses. Journal of Computer Assisted Learning. 20, 183-193.

Goodyear P., Salmon G., Spector M., Steeples C., Tickner S., 2001. Competencies for online teaching: A Special Report. Educational Technology, Research and Development; 49, 1.

Kim, Il-Hee 2014 Interactive Learning Environments. Jul2014, Vol. 22 Issue 4, p467-484. 18p.
Library Quarterly. Apr2007, Vol. 77 Issue 2, p133-155. 23p. 13 Charts.

Pauleen, D. & Yoong, P. (2001), Facilitationg Virtual Team Relationships Via Intrenet and Conventional Communication Channels. Internet ResearchL Electrionic Networking Applications and Policies 11(3), 190-202.

Quarterly Review of Distance Education. Spring2013, Vol. 14 Issue 1, p35-48. 14p.

Shi S., Bonk C., Tan S., & Mishra P. (2008). Getting in Sync with Synchronous: The Dynamics of Synchronous Facilitation in Online Discussions. International Journal of Instructional Technology and Distance Learning. 5(5), 1-23.

Sulaiman F., Atan, H., Idrus R., & Dzakiria H. (2004). Problem-Based Learning: A Study of the Web-Based Synchronous Collaboration. Malaysian Online Journal of Instructional Technology. 1(2), 58-66.


Wang, C .-H. 2005 Journal of Computer Assisted Learning. Aug2005, Vol. 21 Issue 4, p303-313. 11p.

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