I will be presenting "
Synchronizing Asynchronous Learning: Combining Synchronous and Asynchronous Techniques", at the 8th
International Conference on Computer Science & Education (ICCSE), April 2013. In this I suggest that while a class of on-line students may not be physically present in the same place, or looking at materials at the same time, it still is useful to have checkpoints, so they progress as a group. The paper was originally prepared as an assignment for the USQ course
Online Pedagogy in Practice.
Citation: Worthington, T. (2013). Synchronizing Asynchronous Learning: Combining Synchronous and Asynchronous Techniques.
In Proceedings of 2013 8th International Conference on Computer Science
& Education (ICCSE), 26 Apr - 28 Apr 2013 , Sri Lanka.
Abstract: On-line
learning uses the terms synchronous and asynchronous to describe tools
and learning activities. This research looks into the origins of these
terms, their use today and asks if these are the correct terms to use
and if the use of these terms has held up the development of better
tools and techniques.
Conclusion: Current
on-line educational literature uses the terms synchronous and
asynchronous with meanings different from their use in everyday language
and in the computing discipline. It is recommended that these terms be
replaced with “real time” and “store and forward”, as used in the
computing discipline. As well as improving the clarity of discussions of
educational theory, this will have practical benefits for the
development and use of systems and educational techniques. In particular
this can aid the thinking about the development of simpler software for
learning support, combining the features of the store-and-forward LMS,
with real-time video conferencing. It is recommended the term
synchronous be returned to its original meaning and be applied to
discussing the coordination of learning activities and the role of
synchronization in the learning experience be explored.
A further area
for research is the use of information diffusion analysis to
automatically assess when an on-line class has reached an appropriate
level of understanding of a topic and can move on, without the need for
an explicit test. New system designs combining what have previously been
though of as separate synchronous and asynchronous forms of on-line
learning can then be merged to support a constructivist approach , where
each student builds their own understanding in their own time, while
also participating in the class to reach common goals.
Please use this identifier to cite or link to this item:
http://hdl.handle.net/1885/9556
Link to publisher version: http://www.ieee.org/conferences_events/conferences/conferencedetails/index.html?Conf_ID=30408
Type: Conference paper
URI: http://hdl.handle.net/1885/9556
Appears in Collections: Open Access Research
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