Synchronicity in Distance Learning Catherine Flynn, Program Coordinator School of Arts

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Synchronicity in Distance LearningCatherine
Flynn, Program CoordinatorSchool of Arts
SciencesKaplan College Online Campus

• The 9th Annual Sloan-C International Conference
  on Asynchronous Learning Networks (ALN)
• The Power of Online Learning Implications for
  Teaching and Learning
• November 14-16, 2003Orlando, Florida

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Synchronicity in Distance Learning The role of
real-time components in faculty satisfaction and
retention, and effective implementation of
training programs for synchronous teaching
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DISTANCE LEARNING PROGRAMS Asynchronous Fragmen
ted Largely Individual
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The Kaplan Model

• Asynchronous Synchronous
• Extensive use of Instant Messaging
• Highly dynamic course curriculum

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Overall Research Premise

• Maximum benefit is derived from distance learning
  programs that blend asynchronous and synchronous
  components into curriculum delivery.

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Search of the Literature

• Distance Learning Pedagogy
• Connecting the dots
• Building the links
• Faculty Satisfaction
• Tapping strengths
• Building connections
• Enriching the experience

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Abstract

• Synchronous components incorporated into distance
  learning programs significantly enhance faculty
  satisfaction and overall sense of achievement.

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Exploratory Survey

• Establish connection between synchronous
  components and faculty satisfaction in online
  learning at Kaplan College
• 85 survey invitations 40 respondents to date
• Kaplan College Online Campus School of Arts
  Sciences
• 7 different disciplines
• Full and part time faculty members

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Exploratory Research Questions

• Will the survey produce a positive link between
  synchronous seminars at Kaplan and faculty
  satisfaction?
• Will the results produce a positive link between
  student achievement and understanding of course
  content and synchronous seminars?
• Will the results produce a body of evidence to
  support continued use of synchronous seminars at
  Kaplan, and extensive expansion of the current
  training program ?

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Research Interview Questions

• Faculty were asked to respond to the following
  statements using a five-point Likert scale
  Strongly Agree Agree Somewhat Agree Disagree
  Strongly Disagree.
• The weekly seminars are an important pedagogical
  tool in the courses I teach.
• The seminars improve student understanding of
  course content.
• The seminars are an enjoyable part of teaching at
  Kaplan.
• I continue teaching with Kaplan in large part due
  to the seminars.

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Initial Research Findings

• Initial survey results indicate the following
• Weekly seminars are an important pedagogical tool
  in the Kaplan online courses taught (64 strongly
  agree 18 agree)
• Synchronous seminars improve student
  understanding of course content (64 strongly
  agree 18 agree)

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Further Findings

• Seminars are an enjoyable part of teaching at
  Kaplan for 85 of those who responded.
• More than half the respondents agree or strongly
  agree that they continue teaching with Kaplan in
  large part due to the seminars.

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CONCERNS

• Inadequate technical support
• Inadequate technology for some courses
• Insufficient training for students faculty
• Excessive socializing and insufficient focus on
  the seminar topic

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The Kaplan Model

• Far too little attention has been paid to the use
  of synchronous components to enhance and
  complement asynchronous elements. The Kaplan
  Model establishes a solid pedagogical position
  that blends the best of onground and online in a
  fully virtual classroom.

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Future Research Student Assessment

• A comparable study should be done to assess
  student perspective on the use of synchronous
  components in distance learning.

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Future Research Cost Benefit Analysis

• This study is focused primarily on the
  pedagogical benefits of synchronous components.
  The cost of real-time seminars is significant and
  future research should focus on cost-benefit
  analysis of the seminar component.

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Relevant Articles

• Cambray, Joseph. 2002. Synchronicity and
  emergence. American Imago. (Winter 2002)
  59-75.
• Carrell, Lori J. and Kent E. Menzell. 2001.
  Variations in learning, motivation, and perceived
  immediacy between live and distance education
  classrooms. Communication Education. 50, no. 3
  (July) 230240.
• Hitch, Leslie P. and Pamela MacBrayne. 2003. A
  model for effectively supporting eLearning. The
  Technology Source. Mar/Apr 2003.
• Roblyer, M.D. and Leticia Ekhaml. 2000. How
  interactive are your distance courses? A rubric
  for assessing interaction in distance learning.
  DLA Proceedings. Callaway, GA June 7-9, 2000.

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CONCLUSIONS

• Synchronous components in distance courses at
  Kaplan College significantly enhance learning
  outcomes and faculty satisfaction however,
  training, technical support and technological
  advancements are barriers to growth and
  development.