The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar
ARTICLE
Richard Schwier, Shelly Balbar
CJLT Volume 28, Number 2, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Abstract
A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted a strong sense of community. At the same time, it was viewed as less effective than asynchronous communication for dealing with content and issues deeply, and it introduced a number of pedagogical and intellectual limitations. We concluded that synchronous and asynchronous strategies were suitable for different types of learning, and what we experienced was a balancing act between content and community in our group. A combination of synchronous and asynchronous experiences seems to be necessary to promote the kind of engagement and depth required in a graduate seminar.
Citation
Schwier, R., Balbar, S. & Balbar, S. (2002). The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 28(2),. Canadian Network for Innovation in Education. Retrieved June 9, 2023 from https://www.learntechlib.org/p/43162/.
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