๐Ÿ“‘ The Unproductive Debate of Synchronous vs. Asynchronous Learning

Bookmarked The Unproductive Debate of Synchronous vs. Asynchronous Learning (Education Rickshaw)

In the field of instructional design for online learning, this is not a new concept. Transactional distance theory (TDT, Moore, 1996) is a useful theory for online course design that proposes that the distance during instruction is transactional, not spatial or temporal (Gorsky & Caspi, 2005; Saba & Shearer, 2017). TDT suggests that if we work to reduce the psychological space between participants and instructors through pedagogy, it will likely lead to higher learning outcomes.

While traditional TDT includes additional components that can be used to reduce transactional distance between learners and their instructors, I think all teachers teaching online during the Coronavirus online learning period should pay particularly close attention to the TDTโ€™s core constructs of dialogue and structure.

Zach Groshell suggests that our focus in the turn to online learning should be the various forms of interaction and directions provided.

Instead of having an unproductive debate over asynchronous or synchronous learning, one way we can improve our practice during these unusual circumstances is by attending to the design components of dialogue and structure.

This is an interesting read in relation toย Maha Bali and Brad Meier’s post. The focus should be on context.

via Cameron Paterson

2 responses on “๐Ÿ“‘ The Unproductive Debate of Synchronous vs. Asynchronous Learning”

Leave a Reply

Your email address will not be published. Required fields are marked *