I was recently reviewing some questions that I've been asked during various interviews about my community coordinator role. One question that stumped me at the time I was asked in 2003, and still stumps me now, is:
How do you effectively balance synchronous and asynchronous communication when planning community activities?
I know what my personal preferences are, but I have never been able to get a handle on what community members really want. It would be useful to explore this to find some ideal scenarios -- attendance and participation levels, benefits of pre-recorded events, depth of dialogue, discussion topics that lend themselves to synch or asynch, etc.
What are your experiences?
Sylvia,
Balancing synchronous and asyncronous activities? Having a smattering of both over time is nice, but there are times when one is better than the other. I haven't coordinated a community for a while, so I'll relate my experiences as a participant.
BCCampus
I'm a sometimes participant and mostly lurker in the BCCampus online community. I've participated in a couple of syncronous online events and this has spurred me to continue to visit to check for more of these. I tend to be looking for just-in-time information about instructional design and program design ideas. I've also particpated in two syncronous in-person events and these have helped me to get to know community members. Until I gain a stronger sense of community, I prefer these syncronous events. In fact, for the asyncronous discussions, I haven't found anything that seems worthwhile to share for the topics at hand. I guess I don't feel like part of the online community even after a year of "membership."
Online Student
I'm also a student of online courses which have asyncronous discussion to accommodate the international audience. Your intentions for this SIG, Sylvia, may be a focus on ongoing communities, but many of the design and activity choices are the same, I believe, for courses. I always start my courses with a plethora of inviting remarks and introductory comments as I know that this higher energy is needed in early group or community formation. This early interaction could benefit from a syncronous inroductory session which incubates group energy more quickly. In my small working groups, I like to have a syncronous session early in our work as it helps me remember who's who and it gives me a feel for my group members' constraints, strengths, and weeknesses. Then, their asyncronous contributions have more context.
I'd like to know if others have had similar experiences?
Vivian
Balancing synchronous and asyncronous activities? Having a smattering of both over time is nice, but there are times when one is better than the other. I haven't coordinated a community for a while, so I'll relate my experiences as a participant.
BCCampus
I'm a sometimes participant and mostly lurker in the BCCampus online community. I've participated in a couple of syncronous online events and this has spurred me to continue to visit to check for more of these. I tend to be looking for just-in-time information about instructional design and program design ideas. I've also particpated in two syncronous in-person events and these have helped me to get to know community members. Until I gain a stronger sense of community, I prefer these syncronous events. In fact, for the asyncronous discussions, I haven't found anything that seems worthwhile to share for the topics at hand. I guess I don't feel like part of the online community even after a year of "membership."
Online Student
I'm also a student of online courses which have asyncronous discussion to accommodate the international audience. Your intentions for this SIG, Sylvia, may be a focus on ongoing communities, but many of the design and activity choices are the same, I believe, for courses. I always start my courses with a plethora of inviting remarks and introductory comments as I know that this higher energy is needed in early group or community formation. This early interaction could benefit from a syncronous inroductory session which incubates group energy more quickly. In my small working groups, I like to have a syncronous session early in our work as it helps me remember who's who and it gives me a feel for my group members' constraints, strengths, and weeknesses. Then, their asyncronous contributions have more context.
I'd like to know if others have had similar experiences?
Vivian
Thanks for jumping in here, Vivian. You've brought in a new comparison -- f2f synchronous vs online.
That sparked a memory of an event & seminar combination moderated by Michael Power on the Global Educators' Network (archive accessible using Guest for both ID and password) in 2002. Michael at that time was at University of New Brunswick, and was subsequently a visiting scholar in LIDC at SFU in 2003, I believe.
In that seminar some interesting points were raised. A clear advantage of f2f and interactive synchronous events is that they do help to build community. Your examples in your own courses seem to illustrate the ideal situation -- kick off with a synchronous event which will help with relationships and to focus the work that follows.
In addition to the community benefits, Michael also argued that the integration of online synchronous sessions was an easier transition for faculty from classroom-based teaching. However, others were quick to point out that the ability to quickly transfer marginally good instruction is not necessarily positive! Many of the synchronous events we experience these days are pure lectures, and some cases there's no reason for participants to be in attendance at the same time. In browsing that GEN seminar there was one comment by Frances Long that summarized the experience from the participant point of view nicely:
So with all of this thinking back and out loud I am seeing that both synchronous and asynchronous activities have a place, and naturally the quality makes a difference. We need a skilled moderator, no technical problems, agreed upon schedules, and of course a reason to meet. I guess my hesitation toward synchronous activities is that the reason to meet really needs to justify the effort and so often it doesn't!
I need an attitude adjustment. Can somebody help?
That sparked a memory of an event & seminar combination moderated by Michael Power on the Global Educators' Network (archive accessible using Guest for both ID and password) in 2002. Michael at that time was at University of New Brunswick, and was subsequently a visiting scholar in LIDC at SFU in 2003, I believe.
In that seminar some interesting points were raised. A clear advantage of f2f and interactive synchronous events is that they do help to build community. Your examples in your own courses seem to illustrate the ideal situation -- kick off with a synchronous event which will help with relationships and to focus the work that follows.
In addition to the community benefits, Michael also argued that the integration of online synchronous sessions was an easier transition for faculty from classroom-based teaching. However, others were quick to point out that the ability to quickly transfer marginally good instruction is not necessarily positive! Many of the synchronous events we experience these days are pure lectures, and some cases there's no reason for participants to be in attendance at the same time. In browsing that GEN seminar there was one comment by Frances Long that summarized the experience from the participant point of view nicely:
I am the type of person in a synchronous classroom who wants to
interrupt the speaker and ask a burning question... which I usually
can't... so... I intend to take full advantage of the ability to ask
you questions in this asynchronous mode...
So with all of this thinking back and out loud I am seeing that both synchronous and asynchronous activities have a place, and naturally the quality makes a difference. We need a skilled moderator, no technical problems, agreed upon schedules, and of course a reason to meet. I guess my hesitation toward synchronous activities is that the reason to meet really needs to justify the effort and so often it doesn't!
I need an attitude adjustment. Can somebody help?
Sylvia,
You mention an essential element in the decision to use synchronous or asynchronous - quality.
A boring lecture is still boring whether it's synchronous online or f2f. I still think, though, that there are sometimes compelling reasons to use syncronous content delivery. For example, I've worked with several instructors who communicate verbally much better than in writing. Interactive, syncronous voice systems like Skype or eLive can help draw out these stengths.
Given this, I'd have to say that most in-depth content-based discussions are better done asynchronously, and I'd generally reserve synchronous interaction for topics such as class introductions, meeting the teachers, or discussions about process or project management.
Nevertheless, just last week I recommended to an instructor that she use a weekly or bi-weekly eLive session for a Practicum course. Part of this decision was based on the instructor's excitement about this technology. The learners will be all over the world with each of them working in a different placement. They will rotate sharing their placement experiences. I'm hoping that they'll get a sense of connection, support and encouragement, and a sense that there is a community backing them. I'd welcome more ideas about how to achieve these goals more effectively!
My goodness, these choices are complex!
Vivian
You mention an essential element in the decision to use synchronous or asynchronous - quality.
A boring lecture is still boring whether it's synchronous online or f2f. I still think, though, that there are sometimes compelling reasons to use syncronous content delivery. For example, I've worked with several instructors who communicate verbally much better than in writing. Interactive, syncronous voice systems like Skype or eLive can help draw out these stengths.
Given this, I'd have to say that most in-depth content-based discussions are better done asynchronously, and I'd generally reserve synchronous interaction for topics such as class introductions, meeting the teachers, or discussions about process or project management.
Nevertheless, just last week I recommended to an instructor that she use a weekly or bi-weekly eLive session for a Practicum course. Part of this decision was based on the instructor's excitement about this technology. The learners will be all over the world with each of them working in a different placement. They will rotate sharing their placement experiences. I'm hoping that they'll get a sense of connection, support and encouragement, and a sense that there is a community backing them. I'd welcome more ideas about how to achieve these goals more effectively!
My goodness, these choices are complex!
Vivian