Asynchronous interactions in distance education

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The Islamia University of Bahawalpur

ASYNCHRONOUS SYSTEM DETAILS AND SYNCHRONOUS MODEL FOR IUB Presented To: Dr. Irshad Husain
Presented By: Saeed ulllah
(M.Phil

Scholar)

Session

:

(2011-13)

Institute of Distance Education
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CONTENTS • • • • • • • • INTRODUCTION: ASYNCHRONOUS SYSTEM MEDIUMS USED IN ASYNCHRONOUS SYSTEM: RADIO BASED DELIVERY SYSTEM TELEVISION BASED DELIVERY SYSTEM ASYMMETRIC COMPUTER BASED DELIVERY SYSTEM BENEFITS AND LIMITATIONS OF ASYNCHRONOUS SYSTEM THEORETICAL FRAME WORK OF SYNCHRONOUS MODEL AT THE ISLAMIA UNIVERSITY BAHAWALPUR • • • AUDIO CONFERENCING FACILITY TELECONFERENCING FACILITY COMPUTER CONFERENCING FACILITY

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ASYNCHRONOUS INTERACTION IN DISTANCE EDUCATION INTRODUCTION:
Today’s workforce is expected to be highly educated and to continually improve skills and acquire new ones by engaging in lifelong learning. E-learning, here defined as learning and teaching online through network technologies, is arguably one of the most powerful responses to the growing need for education. For e-learning initiatives to succeed, organizations and educational institutions must understand the benefits and limitations of different e-learning techniques and methods. Research can support practitioners by studying the impact of different factors on e-learning’s effectiveness. Two basic types of elearning are commonly compared, asynchronous and synchronous. Until recently, elearning initiatives mainly relied on asynchronous means for teaching and learning. However, recent improvements in technology and increasing bandwidth capabilities have led to the growing popularity of synchronous e-learning. Many organizations and educational institutions are interested in using and developing both asynchronous and synchronous e-learning, but have a limited understanding of the benefits and limitations of the two. I began with a view of learning as participation in the social world, which implies that learning is a dialogue carried out through both internal and social negotiation.

ASYNCHRONOUS SYSTEM
An ongoing debate addresses the usefulness of asynchronous versus synchronous elearning. Asynchronous e-learning, commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the same time. It is thus a key component of flexible e-learning. In fact, many people take online courses because of their asynchronous nature, combining education with work, family, and other commitments. Asynchronous e-learning makes it possible for learners to log on to an e-

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learning environment at any time and download documents or send messages to teachers or peers. Students may spend more time refining their contributions, which are generally considered more thoughtful compared to synchronous communication.

MEDIUMS USED IN ASYNCHRONOUS SYSTEM:
There are several mediums of delivery system are used in Asynchronous system. Some are given Radio Based Delivery System Radio is commonly used to deliver instruction in the developing world because this technology is available almost everywhere. Typically, students can listen but not interact with their courses from their homes, offices, or classrooms. Instructional programs are presented at specific times. The students can’t ask questions of their teachers, but follow their textbooks and complete their correspondence study material. Completed material is sent to the distance education centers, where their work is evaluated. The medium of radio offered correspondence educators new possibilities for distance education. Radio is an audio-based medium with which most of the people are familiar. Radio was used by the National University Extension Association to deliver instruction to students. Schools across the United States began receiving instructional radio programs as early as 1923. After 1925, the use of Radio in distance education started to diffuse around the world. Television based delivery system Distance Education Centers may use television to deliver their instructional programs. Unlike oneway radio, students can see and hear their teachers on the television screen in their classrooms, offices, or homes. In the future, these centers will produce instructional television programs for students around the world. Teachers can’t communicate personally and receive questions from their students, but students can send a message with correspondence study materials used for evaluation. Television under the titles of instructional television (ITV) and educational television (ETV) has had a more rapid penetration into the educational market than radio. Educational

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television was developing as early as. On that year, Lowa State University used television to deliver instruction. Educators started to systematically use this innovation for instructional purposes during the 1950’s. By the 1960’s, education systems were finally aware of the potential educational value of audio-visual and telecommunications capabilities. Television is now used around the world in distance education systems. With recent improvements in broadcasting, instructional television (ITV) is becoming a viable option for improving educational opportunities, particularly for distant learners. Asymmetric computer based delivery system: Computers can also be used to deliver distance education instruction. In the one-way asynchronous computer system, an individual can communicate with the distance education center using a personal computer and a telephone line. Course instruction is stored in a central computer library. Each student, whether domestic or international, has his/her own account number. Whenever they wish, wherever they are, these students can enter into the main computer library to receive instructions. Instructional packages may include picture, text, audio and graphics. The students can also receive self-paced tutorial programs from the computer. They do not need to send the hard copy papers of correspondence study because they can forward them by internet. The Distance Education Centers also can return their evaluations to students by computer mail.

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BENEFITS AND LIMITATIONS OF ASYNCHRONOUS SYSTEM
Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related. This is a remarkable result imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content. These results can also be interpreted as troublesome, however. If elearners seldom meet face-to-face and teachers mainly rely on asynchronous e-learning, students might feel isolated and not part of learning communities, which is essential for collaboration and learning. When comparing the smaller to the larger class, it seems difficult to get asynchronous discussions going with few participants, a finding supported by previous research. The cognitive model of media choice proposed by Robert and Dennis theorizes that asynchronous communication increases a person’s ability to process information. The receiver has more time to comprehend a message because an immediate answer is not expected. My interviews support this argument, as illustrated by the following quote: In the [asynchronous discussions] it is easier to find some more facts, maybe have a look in a book and do more thorough postings.

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Theoretical Frame work of Synchronous Model at the Islamia University Bahawalpur Islamia University Bahawalpur is one of the renowned universities of Pakistan. It has acquired seventh position in higher education ranking. Its progress towards innovative models of educational technology and market need based courses are attracting students from all over the country. Weekend programs and distance learning institute of IUB are contributing a lot in the educational services of Pakistan. Keeping the future challenges of education in mind and to preserve and enhanced the quality of education. Modern technologies usages as instructional technology must be increased more and more. Now universities are adopting fourth and fifth models of distance learning that are the blend of asynchronous and synchronous system. Synchronous system benefits more in learning achievements. In this system students and teacher can hear and see each other. Students can ask any question to threir teacher and these teachers can answer the question instantly.To increase the increase of interaction, specially distance educators need to find the best technologes available to learner and in their institutions. For this purpose, online educational system in which synchronous model has much attraction to create face to face and real time learning. IUB has developed a consortium of eight universites. So, implementation of synchronous model is quite necessary for which IUB has sufficient resources. Here in this report try to see how synchronous model can be implemented in IUB.

Audio conferencing facility
IUB has facility of its own broadcasting system most of the students have telephone lines or mobiles. So to create two way communication audio conferencing facility can be prvided to the learners.

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Teleconferencing facility
Islamia University Bahawalpur is using teleconferencing on limited basis. Its spectrum can be broadened in the intrest of better learning. By using this technology we may provede faced to face opportunity for the distance learner of IUB.

Computer conferencing facility
Most of the students have personal computers and laptops, so, in IUB, source persons and distance educators can provide easy access and two way communications by using software package for computer conferencing. It is hoped in near future theoretical synchronous model of distance learning with all its applications and implimentations will be used in Islamia University Bahawalpur (Insha Allah)

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