Sharlie Husted

Anthony Spittell
Laleh Shahriaree
GED 580
Synchronous Learning

As technology use continues to increase inside the classroom, teachers are stepping away

from the traditional methods of teaching, such as face-to-face instruction and shifting towards

more current techniques of online education (Wang, 2008). One such method of online education

is synchronous learning, where students through computer-mediated communication, interact

with others simultaneously, by chat or instant messaging (Johnson, 2008). Synchronous

communication can be applied in a variety of ways in the classroom and is known to have

valuable effects on students’ success and achievement.

Teachers of a language arts class, for example, can set up an online chat room to discuss

the current lesson or reading. Students present in class, as well as those absent, but with internet

access, can then participate in teacher-facilitated discussions or share personal ideas and opinions

on the topic (Moeller, 2005). Synchronous communication can also be applied in a science class

where the teacher can have students interact with experts in a field they are studying or go on an

online class field trip and discuss their findings (Keefe, 2003). In a foreign language class,

through synchronous communication students can be connected to native speakers worldwide

(Zha, 2006). They can practice the language either orally through video chat or in writing

through instant messaging.

There are many benefits to synchronous learning. It has shown to increase student

participation and motivation especially with students who feel shy communicating face-to-face

(Wang, 2008). They feel more comfortable and confident expressing their opinions online.

Students work more diligently knowing that their work will be seen by others and their
understanding of the learning improves (Kadirire, 2007). Also, synchronous communication

enables students to learn anytime and anywhere (Roberts, 2004). There is no need for students

working on a group project to find the right time to meet in person. They can chat together online

from wherever they are. Another great advantage is the fact that students can request help or

receive feedback from a teacher or peer without waiting a long time for a response (Glazer,

2004).
 References:

Alvarez-Torres, Maria. (2003). On “Chatting” in the Foreign Language Classroom. The

Clearing House, 74(6), 313-316.

Glazer, Evan (2004). K-12 Mathematics and the web. Computers in School, 21(3/4), 37-43.

Johnson, Genevieve (2008). The relative learning of synchronous and asynchronous text-based
discussion. British Journal of Educational Technology, 39(1), 166-169.

Kadirire, J. (2007). Instant messaging for creating interactive and collaborative m-learning
environments. International Review of Research in Open and Distance Learning, 8(2), 1-
14.

Keefe, D. (2003). Integrating a video learning center into the curriculum at an elementary
school. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education 2003 (pp. 253-256).
Chesapeake, VA: AACE.

Moeller. (2005). Online Discussion Boards in the Classroom and Their Affect on Reading and
Writing. English Journal, 93(2), 36-41.

Roberts, A. (2004). Analyzing patterns and relationships around a bond of common text:
purposes, dilemmas, and possibilities of a virtual community. Journal of Research on
Technology in Education, 37(1), 1-27.

Wang, Shiang-Kwei (2008). The effects of a sychronous communication tool on online learners’
sense of community and their multimedia authoring skills. Journal of Interactive Online
Learning, 7(1), 59-74.

Zha, S., Kelly, P., Park, M., & Fitzgerald, G. (2006). An investigation of communicative
competence of ESL students using electronic discussion boards. Journal of Research on
Technology in Education, 38(3), 349-367.