Citation:
Parker, D. & Gemino, A. (2001) Inside Online Learning: Comparing Conceptual and Technique Learning Performance in Place-Based and ALN Formats. Journal of Asynchronous Learning Networks, 5 (2), 64-73.
Review:
The article is about a study that was performed to compare and
contrast synchronous and asynchronous learning styles. The research
used data to analyze the differences in learning performance and they
are tested using "longitudinal observations" (p. 64). The two main
area of focus is the conceptual material and the application of
techniques. The courses that are discussed in the study are third
year Business Administration classes, which teach the elements of
Systems Analysis and Design. Most of the students are declared
Business majors who have a minor in Accounting or Management
Information Systems specialization. The final grades of three
asynchronous learning network (ALN) classes were used to compare with
two synchronous classes. The span of the study stretched over five
semesters from 1996 to the summer of 2000. The evaluative instruments
used to support and validate the research are namely assignments,
tutorial exercises, and examinations.
The "material to be learned" (p.67) is the content of the course and
the methods used to present the content are as follows: material is
presented in the synchronous sessions consists of visuals (text,
exhibits, and diagrams) and verbal instruction in a classroom, while
asynchronous sessions use only visuals. It is identified that "the
learning approach is important because courses with the same material
to present, using the same format might yield significantly different
learning performance outcomes". (p.68) The final evaluative exam was
exactly the same across the five semesters, the same amount of time
and numbers of questions were given. Although the questions are
reworded with slight differences the format of the questions and
answers remained the same. All students, face-to-face based and ALN
"wrote the exam at the same time and in the same room". ( p.70) After
data and exam scores were compiled, the research indicates that the
ALN courses may provide a better environment for conceptual learning
while the synchronous setting provides a better environment for
learning the application of techniques. The article hypothesized that
the face-to-face courses performed better on the techniques because
the synchronous setting "provide an immediate feedback and can more
thoroughly handle questions about a particular case". (p.72) On the
other hand, the ALN "allowed for a richer communication environment
where rich dialog would imply a greater situational understanding".
(p.69) The article concluded with the idea that it may be in the best
interest of the students to capture the best of both worlds by
designing a course where it provides electronic discussion
opportunities with face-to-face sessions for the application process.
Discussion:
As educators move to adopt learning settings that focus on
student-centered rather than teacher-centered learning activities, the
need for strategies to support and encourage learners in what are
sometimes unfamiliar and discomforting activities becomes an important
element in the design process. This is particularly important in
online learning environments where isolation can be an additional
extenuating factor against successful engagement with the course. The
research confirmed that students involved in the online courses were
able to conceptualize the content but had difficulties with the
application of the techniques. I believe the main reason why is that
the online session was unable to contextualize the concepts taught.
Online learning seems to allow the instructor the ability to bestow
selected information to students in a one-way manner. On the other
hand, during synchronous instruction students are given an opportunity
to test out the idea or notion right there and then. If the proposed
concept can be tested, the students are given an opportunity to verify
it in real time. Students are given a chance to test out the notion
with other classmates, which enables students to share their ideas and
thoughts about the situation. However, the article noted that the
acceptance of problem based learning scenarios online is challenged by
distance due to the students' physical isolation. I also agree with
the conclusion where it supports the notion of using both synchronous
and asynchronous learning opportunities to enhance the positive
outcomes of both worlds.