Instructional Blog Post #2 Due Feb. 3

Synchronous and Asynchronous Instruction   

Photo by rawpixel.com from Pexels

Synchronous Examples

The synchronous format that I use the most is the virtual classroom. I think Zoom is a great tool because it is easy to set up and use, which are "extrinsic technological factors" (Martin, Parker, & Allred, 2013, p. 133). I will acknowledge that prior to LR's implementation of Zoom, I had an aversion to the virtual classroom because I disliked using WebEx.  However, LR changed to Zoom, and now I am motivated to participate in virtual classrooms. I also use Zoom to live stream into my students' classrooms to conduct classroom observations. 

Asynchronous Examples

One asynchronous method I use is the inclusion of forums to allow my students to engage in discussions. I provide students with a topic or prompting questions as a way to focus their discussion. I also provide students with a rubric that outlines the expectations of the discussion. After I establish the initial requirements, I allow my students to freely engage in a discussion. I believe that my forum method is a mix between instructor and peer facilitation.  The forums are guided by me, the subject expert, and monitored to keep students on track and foster equity (Hew, 2015). However,  I allow my students to freely engage in discussion with no input from me until the end. I do this because many of my students are active classroom teachers, and they always apply real-world situations to the topics which fosters additional discussion. I have found that my graduate students do a wonderful job of facilitating their own discussions, and I make sure to read all discussion posts as they are added to monitor for improper netiquette or false statements, which I address immediately. 

I found this video that supports why online instructors should use discussions:

Another tool I use is Voicethread (VT). I like to use it as a way to support my students' different learning styles (Salas & Moller, 2015). VT provides students the ability to present their understanding of the content in verbal, auditory, or written formats. It also allows students to see and hear one another as they engage in discussion. Below is a screenshot of an example of when I used VT as an introduction to my course. VT allowed me to get to know my students and allowed the students to interact. 

New Tool Suggestion

Try Wix or Google Sites. They are easy to use website builders. It is a great way for students to build a digital portfolio and share with their classmates. 

References

Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases. Instructional Science, 43(1), 19-38.

Martin, F., Parker, M., & Allred, B. (2013). A case study on the adoption and use of synchronous virtual classrooms. Electronic Journal of E-learning, 11(2), 124-138.

Salas, A., & Moller, L. (2015). The value of voice thread in online learning: Faculty perceptions of usefulness. Quarterly Review of Distance Education, 16(1), 11.