As we progress through the digital age, we encounter may opportunities to use online tools to enhance our learning. As a student, I am familiar with synchronous learning in the traditional classroom setting. I have also experienced learning asynchronously, through multiple online courses I have completed entirely off campus. Both a synchronous and asynchronous learning present their own benefits and challenges. Whatever the case may be, it is important that students are pushed to become self directed learners. Furthermore, connectivism presents an effective framework of learning in the digital era.
Crosslin defines synchronous courses as those “that have learners meeting with each other and the instructor(s) in real time in the same space” (Crosslin, 2018). The synchronous model I have the most experience with is on-campus learning. As a student, I have found that being physically present amongst my instructor and peers has helped me bond and create social connections, that cannot be replicated in an online setting. Most instructors teaching asynchronous online courses value class participation and design discussion boards to compensate for this missing factor. In the past I have felt disconnected from my peers in online discussions, as I do not get the opportunity to learn about them in a physical space. Furthermore, communication can be distorted, if the conversations are conducted solely through text.
To overcome this sense of detachment, instructors can present students with opportunities to work in small groups. Group members can choose to engage in synchronous conversations via video chat or by meeting in-person. This will allow them to create a social bond. By establishing a connection, they will be able to conduct meaningful conversations and learn other diverse opinions.
Despite the challenge of detachment, asynchronous courses can be beneficial in many ways. For instance, as Cosslin states, it allows students flexibility to learn at their own pace (Crosslin, 2018). This is especially beneficial for working adults (Crosslin, 2018). In my experience, asynchronous courses are often more student-centred than synchronous courses, especially if the instructor’s presence is limited. I recently completed a course on Coursera, which was entirely self directed. I was provided with basic videos and notes from the instructors, however, I sought additional forums, and articles to facilitate my own learning. I agree with the notion of “push[ing] learners into a place of learning how to learn about the course topic” (Crosslin, 2018), as self directed learners actively chose what they want to learn and build connections from newly acquired information. In other words, they practice the basic principles of connectivism.
I believe connectivism is especially applicable in the digital age, due to the massive amounts of information online. As new information is constantly being acquired, we need to be able to filter what information is relevant and important for our learning (Siemens, 2005). We eventually process this important information and connect it to what we already know. One thing that appreciate about the theory of connectivism is that it emphasizes that out decision about newly acquired information is susceptible to change, as we may encounter information in the future, that challenges our preconceived decision. Students should be encouraged to have an open mind when learning. They should be unprejudiced towards new ideas.
References:
Crosslin, M. (2018). Basic Philosophies of Distributed and Open Learning. https://uta.pressbooks.pub/onlinelearning/chapter/chapter-2-basic-philosophies/
Connectivism: A Learning Theory for the Digital Age. Siemens, G. (2005). International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://edtechuvic.ca/edci339/wp-content/uploads/sites/5/2020/01/Connectivism-A-Learning-Theory-for-the-Digital-Age.pdf