Using asynchronous communication effectively
As online instructors, we typically communicate to our students through an asynchronous manner. This has traditionally been the main mode of communication the online realm, and it has several pertinent advantages compared to synchronous communication. The asynchronous mode affords our students an optimal level of convenience given that many of them are nontraditional students, attempting to balance both work and family alongside their studies. The mode allows students the opportunity to reflect on the information they receive before responding, which can permit more in-depth and insightful responses to questions promulgated. There are certain disadvantages and limitations to the asynchronous mode of communication that necessitate delineation. The mode often entails a delayed feedback to messages posted in the online classroom. Asynchronous communication can lead to miscommunication between the instructor and student and between students because of lack of non-verbal cues and unclear writing. The mode can also lead to a lack of interest in the subject matter and feelings of isolation among students, as the human touch is lost.
Some possible ways to improve asynchronous communication are to ensure that communication focuses on content, tasks, and social support (Hrastinski, 2008). The social support paradigm of asynchronous communication has typically been the most lacking in the online classroom, yet research has shown this is a crucial competent toward effective online communication (Robert & Dennis, 2005). To improve the social support aspect of asynchronous communication, Hrastinski has suggested that instructors express companionships within the classroom, provide support when problems arise, and talk about issues other than class work. These strategies can help students feel less isolated, more supported, and increase student involvement within the classroom environment. What types of strategies have you found useful toward improving communication within the online classroom setting?
Thanks,
Eric
Reference
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 4, 51-59.
Robert, L. P., & Dennis, A. R. (2005). Paradox of richness: A cognitive module of media choice. IEEE Transactions on Professional Communication, 48, 117-130.
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4 Comments
Hi Eric,
This is great information. One of the things that I have noticed since adding the Classroom Assessment Techniques to each week is the ability to form questions to a group of students instead of only an individual student. This fosters both student-instructor interaction as well as studen-student interaction. I have seen an increase in participation using these techniques. Instead of addressing only one student's response, I will change the subject line to get everyone's attention, and them pose the question to the whole class.
Hello Rick:
Thank you for the feedback as well as the excellent strategies for fostering a more communicative classroom setting. Garnering feedback from students is essential toward delivering high quality instruction and piquing the interest of our students. Enabling student-to-student learning helps us as online instructors more realistically simulate the traditional classroom setting in which students have in-depth and critical interactions. My question is: have you found certain CATs are more likely to engage students? For instance, does the material covered in certain courses orient the type of CATs you post and when you post the CATs during the module?
Thanks,
Eric
Hello, Eric I exactly have been doing that to improve the online classroom experience. I mostly do one -to-one tutoring so it is even more required that I talk to them about their counrty, culture, hobbies and beleive me I have come across such ineteresting and amusing facts. For instance one of my student commented that in her country mostly the bodyguards comprise of women. It is my interaction with them which breathes oin some fresh air in an otherwise serious subject like Physics
Hello Kajal:
You bring up some interesting points about needing to be aware of the different cultures of our students. This can be especially difficult in the online setting in which we lack the face-to-face interaction of a traditional classroom setting. The cultural interchange that can occur within the online classroom because of the geographically neutral setting allows for a bevy of cultures to be included in the classroom. Your point about asking a personal question is excellent as these types of questions can help instructors to understand their students in a more holistic manner. Navigating the minutia of the online setting can be difficult, but if we can make the setting a place of open and honest communication, then we can free our students to expand their thoughts and improve our abilities as instructors.
Thanks,
Eric