Effective Synchronous Communication

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Synchronous learning in the online environment is an essential tool in creating an effective online course. Many online instructors and facilitators have adopted tools to help them work and communicate with students in a real-time setting and it has resulted in a positive learning experience for many students. As technology is improved and developed, communicating from a distance has never been easier. More cost effective tools and applications are being developed daily and this creates an environment where instructors and students can interact and work together no matter where they are in the world. Being connected now means more than just being behind the screen, it means interacting and participating in the learning process.

Incorporating synchronous methods into courses can create an environment where the student actively participates in the learning process with the instructor. While the classroom is available 24 hours a day, the synchronous aspect allows students to set aside specific times for valuable personal interaction with the instructor and fellow classmates. Synchronous learning can open the doors for students who feel trapped behind the screen and open the line of communication with the instructor and the class. This helps create a community of learners where individuals can feel a part of the learning process.

While synchronous learning is an excellent way to open the door to learning in the online classroom, there can be some limitations to the synchronous experience. Some of the limitations that can arise is in the planning of the synchronous meetings. Instructors and facilitators must plan to ensure the topics covered in the synchronous components are interactive and fulfilling for each student. If the synchronous sessions are not well planned, it can create a barrier to the communication and perhaps stifle the learning process. Another aspect that can create a barrier to the learning process in the synchronous environment is the technology. It is essential that both the student and the instructor are versed in the technology being used in the session to ensure that the session is accessible by and convenient to all participants. Technology that fails can lead to a negative learning experience and be counterproductive to outcomes of the synchronous session. Just like in any other form of communication in an online environment, this is where the instructor can make or break the learning experience. It is up to the instructor to find ways to make the synchronous process a smooth and enjoyable experience.

What do the Students Say? 

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The synchronous environment can be a wonderful experience for students. It is an open environment where the students can ask questions and talk about the course material with the instructors and fellow students. Students do have a lot of feedback to offer us when we are considering developing these synchronous experiences. Overwhelmingly, students have had glowing remarks about courses that include synchronous experiences. According to McInnerney and Roberts (2004), students described a sense of community in online courses where there was some form of synchronous activity utilized during the course (p.73). Many students enjoy the social interaction and learn best when provided tools to interact with the instructor and their fellow classmates.According to Wang, Jaeger, Liu, Guo, qne Xie (2013), students reported higher satisfaction just from having the chance to connect. Students have also reported some negative experiences with synchronous learning. According to Foronda and Lippincott (2014), students reported that too much interaction in the synchronous format led to the course being less flexible and became a hindrance to them with regard to flexibility (p.6). The researchers also noted that students reported high levels of frustration with regard to technical problems experienced in the synchronous setting (p.6). This creates a barrier to the learning process and students feel isolated and alone during these experiences. With all of this feedback provided by students, it is essential that instructors and facilitators adapt their learning environment to meet the needs of the students in this setting. 

What can Instructors do? 

Ensuring that the student has the best possible synchronous experience is essential for student learning and student success. There is a lot of research that has been done in order to evaluate how an online instructor can be effective in the learning environment and in providing these synchronous sessions. Upon review of some of the literature, several themes emerged. These themes included creating a sense of community and engagement, timing and facilitation style, and use of technology. 

Sense of Community and Engagement

The idea of creating an sense of community and engaging students in the online classroom is addressed in the majority of the literature on the topic and synchronous communication is no exception. While synchronous activities lend themselves to be naturally engaging and community oriented, it is not enough to merely have the experience. It is essential the the instructor plan these synchronous sessions so students can freely interact in an open environment. To create an environment where students can freely interact and are comfortable, the instructor must set the stage for the course and the synchronous sessions. According to McInnerney and Roberts (2004), the utilization of a "forming stage" to help set up expectations is essential (p. 78). A forming stage is best defined as a warm up period. Students who enter a new course are sometime nervous and need a time during the course where the student can get to know their classmates, the instructor, and the expectations. It is best that this time be during the first couple of days in the course and the student has the ability to move around the course and experience at least one synchronous session before beginning the course work. This opportunity allows students to get comfortable with the instructor and fellow classmates and begins to build the community of support that is needed in the online environment. The instructor can use this time to introduce themselves (along with the students) and to discuss the layout and expectations of the course. This is a good time to let the students ask open questions to help them understand what is expected of them.

Other studies have made similar conclusions. According to Brown (2001), providing a space early on in the course where students can get information and meet fellow classmates is essential to building a sense of community. While the research focused on distance learning classes as a whole, the idea can be related to the synchronous portion of the course as well. It is essential to create a space that becomes a "forming stage" for the student. It will open students up to be engaging and to build a community with their fellow classmates and their instructor. It is important to note, however, that creating a sense of community does not stop at the beginning of the course. It is something that lasts throughout the length of the online experience. Teaching presence also plays a role in creating a community of engaged students. I have written about this in a previous blog on asynchronous learning. Feel free to take a look for my take on the importance of teaching presence throughout the course and its role in creating a community of learners.

Timing and Facilitation

Another theme that emerged from the literature is the importance of timing and facilitation. It is essential that the instructor find the right balance of synchronous meetings. While finding a good balance takes time and experience on the part of the instructor, it is essential to find the balance. In some cases, there can be too few sessions and the students to not get the benefit of the synchronous session. There can also be too many sessions which creates a problem with timing and the flexibility of the course. According to Foronda and Lippincott (2014), interactive synchronous sessions were effective when offered on a monthly basis (p. 6). When too many sessions are offered, it can interfere with the perceived flexibility of the course and the sessions can seem less beneficial to the student learning outcomes. Other researchers has found similar results. According to McInnerney and Roberts (2004), online environments are chosen because of their convenience and flexibility. It is essential that timing and design of the synchronous sessions revolve around this convenience and flexibility. While this theme was discussed in many of the articles, there is not a definitive answer on the perfect balance of synchronous sessions in the online environment. More research needs to be done to address just how many sessions are effective in the online classroom while still keeping the course flexible and convenient. Until such time, it is suggested to get a feel for what you students want and need over time.

Technology 

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Technology is one of the biggest themes that emerged from the literature. It is essential that instructors and facilitators know how to use the technology they are utilizing for each of the sessions. It is one of the most important aspects that will lead to an successful and effective synchronous session. According to Foronda and Lippincott (2014), issues with technology can be a barrier to successful synchronous session. If not well planned, some of the time set aside for learning and communication can be lost due to technology issues. While it is inevitable that there will be issues with technology, the instructor must have a good working knowledge of the system they are working with and have back up plans in case of issues.

Other research uncovered similar findings. According to Watson and Sutton (2012), students reported a higher sense of learning and community when the technology was in good working order and relevant to the the session. This means that not only does the technology need to work without issue, the technology must have a clear relationship to the activity being conducted. In essence, the student must understand not only the information but also why certain technology is being used. It is up to the instructor to ensure not only that the technology works with minimal problems, but also that the student understands why it is being used.

It is also essential for the instructor to plan ahead with the technology being used and work through any problems ahead of time. There are several things an instructor can do to ensure an effective synchronous session with regard to the technology. According to McCrea (2013), there are many things to ensure the technology functions smoothly during asynchronous session. These include completing an equipment check before the meeting, not assuming the students know what they are doing, plan ahead and have backups, do not use too much technology, and matching your teaching strategies with your technological tools. While this may seem like a lot of work before the meeting begins, it will ensure that the students in the session will receive full benefit from the technology and the lesson. It is essential that the session goes as smoothly as possible to ensure that students get the greatest benefit possible.

Wrap Up

While the research is mostly positive with regard to the experiences of students in the synchronous sessions, instructors need to make sure they are providing the type of synchronous sessions needed by their students. It is essential the instructors ensure that they are creating a sense of community and open the doors to allow for engagement in the session. A session is only effective if it can bring students and instructors together in that environment. Instructors must also ensure they design the sessions with the flexibility and convenience aspect in mind. Without this aspect, there could be many barriers to the success of the synchronous session in the course. Last, it is essential that the instructor ensure that the technology is properly working and that students know how to use it. If the instructor of the synchronous session ensures all of these things, the student will have a great experience and will have a better chance at learning and applying the information presented. 

Resources

Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of asynchronous learning networks, 5(2), 18-35.

Foronda, C., & Lippincott, C. (2014). Graduate nursing students' experience with synchronous, interactive videoconferencing within online courses. Quarterly Review of Distance Education, 15(2), 1.

McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73-81.


McCrea, B. (2013, May 8). The Do's and Don'ts of Synchronous Online Learning. Retrieved March 02, 2016, from https://campustechnology.com/articles/2013/05/08/the-dos-and-donts-of-synchronous-online-learning.aspx

Wang, C. X., Jaeger, D., Liu, J., Guo, X., & Xie, N. (2013). Using synchronous technology to enrich student learning. TechTrends, 57(1), 20-25.

Watson, S., & Sutton, J. M. (2012). An examination of the effectiveness of case method teaching online: Does the technology matter?. Journal of Management Education, 36(6), 802-821.