Synchronous Learning - The Good, the Bad and the Ugly (A summary of our presentation at the 2007 Lilly Conference, Traverse City)
By Wendy Hardman, Off-Campus Programs, Central Michigan University

It all starts with an Interactivity Plan.  What’s that you say?  It’s the skeleton or framework for a synchronous learning session.  We’ve found that doing this level of detailed planning and scripting, especially when we are working together on a synchronous session, is what ensures that we achieve our learning outcomes For this presentation our learning outcome was to introduce advantages, drawbacks and challenges in using a synchronous environment for learning.

If you were unable to attend our presentation at the Lilly Conference last October, it started like this:

David was at the front of the room as our session began. He began by saying, “Welcome to our presentation.  I’m David Lloyd, an adjunct faculty for CMU from Toronto, Canada.  I’m here with my colleague, Wendy Hardman.  Please introduce yourself, Wendy.”

A few moments of silence, some typing and mouse clicks, and a voice was audible over the speakers.  Wendy introduced herself and talked about some of the opportunities and challenges this virtual environment offers. 

CMU provides Wimba, a virtual classroom setting available in Blackboard, which enables facilitators and participants to communicate in a numbers of ways: talking over the Internet connection (also called VOIP); communicating by text chat; sharing a series of PowerPoint slides; or collaborating on a shared whiteboard, desktop application or weblink. 

It all sounds good – but you need to spend time before a session getting your computer set up, using wizards to check that you have the right software, and setting up audio levels.  Sessions can be recorded, virtual office hours can be held, and tutoring can occur in this “live” and online virtual classroom. 

There can be activity in two or three places on the screen so keeping track of that while simultaneously keeping your mind on what you want to say as the facilitator –well that’s where a script and timeline come in very useful.  It still may take a number of sessions for you to become completely comfortable in this setting and each time you learn new ways to manoeuvre about and take shortcuts through the environment.

OK, so back to the presentation.  David continued to ask Wendy questions about the challenges in using Wimba.  She mentioned the adjustment of not seeing your students, not being sure how to get students involved, and how to read the online “body language”. 

Getting and keeping students involved means doing more than presenting an online lecture.  BORING!!  Start out by asking students to tell you what’s important about the topic of the day, share current examples about the topic in real life, and to explain how the topic impacts them - something that helps participants relate to the topic and also grabs their attention.  Maybe one of them can help monitor the chat for you so you don’t miss any questions while you’re focusing on the main area. Maybe another can summarize the comments typed on the whiteboard.

Not seeing students is challenging.  It makes you wonder:  What are they are doing?; Where are they?; Are they even listening/watching? Some ways to “read” online “body language” include the following:  quickness of response when you ask them to click on the green when they’re done or respond to a poll; and the extent of the response when you ask them to use the chat to answer a question,– is it a few words, or is it detailed, or even if they answer at all.  Timing is different online – you need to get used to a few quiet moments.  When you ask a question, count to five before panicking that no one is left out there - thinking takes time. 

One more tip for getting used to this new setting is that not being able to see your students is a bit like being a radio announcer.  It does take practice - maybe five or six times until you really feel comfortable.  That means your students also need time to adjust to this new learning environment.  You need to guide them differently from the old days of classrooms.  When you ask a question, you will also want to suggest how they can respond (i.e. ‘please put your answers in the chat,’ or ‘raise your hand,’ or ‘type on the whiteboard’). 

A synchronous setting is a new teaching and learning opportunity.  It takes practice to get used to, but also offers opportunities not available in a traditional classroom.  Give it a try!