Synchronous Tools for Interaction and Collaboration-Reference-Cited by-同舟云学术

Synchronous Tools for Interaction and Collaboration

Published:2022 Issue: Volume: Page:1-14
ISSN:
Container-title:Handbook of Open, Distance and Digital Education
language:
Short-container-title:

Author:

Lowenthal Patrick R.

Abstract

AbstractThe history of distance education in many ways is a history about the evolution of synchronous and asynchronous communication technologies. Distance education, and online learning in particular, has primarily relied on asynchronous communication technologies over the years. However, COVID-19 has sparked a new interest in using synchronous tools for interaction and collaboration in open, distance, and digital education. Given this it is incumbent upon educators and researchers alike to be familiar not only with the current iteration of synchronous communication technologies but also with how they have developed and evolved over time, the affordances and constraints of synchronous communication, interaction, and collaboration, some of the different types, and the overall implications for future research and practice.

Funder

Brigham Young University

The International Christian University

The University of Oldenburg

Publisher

Springer Nature Singapore

Link

https://link.springer.com/content/pdf/10.1007/978-981-19-0351-9_55-1

Reference73 articles.

1. Bali, M., & Meier, B. (2014). An affinity for asynchronous learning. Hybrid Pedagogy. https://hybridpedagogy.org/affinity-asynchronous-learning/

2. Barron, A. E. (2004). Auditory instruction. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed., pp. 949–978). Lawrence Erlbaum, Malwah, New Jersey.

3. Beatty, B. J. (2007). Hybrid classes with flexible participation options–If you build it, how will they come. In M. Simonson (Ed.), 30th annual proceedings: Selected research and development papers presented at the 2007 annual convention of the association for educational communications and technology (Vol. 1, pp. 15–24). Association for Educational Communications and Technology, Bloomington, IN.

4. Beatty, B. J. (2019). Hybrid-flexible course design: Implementing student-directed hybrid classes. EdTech Books, BYU, Provo, UT. https://edtechbooks.org/hyflex/

5. Bober, M. J., & Dennen, V. P. (2001). Intersubjectivity: Facilitating knowledge construction in online environments. Educational Media International, 38(4), 241–250. https://doi.org/10.1080/09523980110105150.