Interactivity and synchronicity in online learning Alastair G. Smith School of Information Management Victoria University of Wellington New Zealand

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

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

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

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

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)

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

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

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

Asynchronous, but can be highly interactive Asynchronicity aids time shifting for working students

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

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

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.

Digital interactive tutorials Asynchronous, but can be highly interactive

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

Conclusion Interactivity/synchronicity grid enables 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