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Tips for Synchronous Communications in an Online Course

Page history last edited by Michael M Grant 14 years, 9 months ago

Below are some tips and ideas for using synchronous communication tools, such as chat, two-way audio and two-way video conferencing.  I've tried them all, and I have found them all to be useful.  However, I have found you do have to use some specific class management techniques to make the experiences worthwhile and to prevent wasting time.

 

Chat

I have found text-based chat to be useful, but it requires you to "think" differently.  It's like having a disjointed conversation that you get to contribute to one line at a time.  Typically, you set up a chat room for students to visit.

  1. A limited number of students.  I've found you can only have a meaningful chat with up to 7-10 people.  It's hard to hold all of the people in your head at one time when they are contributing one line at a time.
  2. Office hours.  I have found chat to work well for office hours.  Students can pop in for just few minutes during a set time period, ask a question or two, then move on. This can also be done with instant messaging.
  3. During chat.  I have found that you need create some guidelines.
    1. If a student has a question, you can have them type an "!" or a "?" to indicate that they would like to have the floor. 
    2. Because there is a delay between chat messages, longer messages that may require multiple lines of text should be broken up into shorter "bursts" of texts with each one followed by an "..." to indicate a continued thought.  This gives students something to read while you're composing the next portion.
    3. Often when students don't receive a message, we are led to believe that there is something wrong.  Keeping the string of messages flowing builds confidence in students that everything is going like it should and they are not missing something.
    4. Pose questions to all students that encourage all students to contribute.  Ask for examples of a specific topic or ways a method has been applied.  This allows many students to contribute, which encourages interactivity (and not passivity), and it lets you know that students are actually participating.
    5. Conduct a "Fast Finger Question."  See below in two-way audio.

 

Two-way Audio

There are two kinds of two-way audio.  One is half-duplex, and one is full duplex.  Half duplex is when only one person can talk at a time.  You have to have "the microphone" in order to talk.  Full duplex is when anyone can talk at any time and you can talk over one another.  I have used Wimba Voice Direct for half-duplex with a lot of success.  Here are some tips I can recommend.

  1. Switching wastes time.  While it may seem like a good idea to have students talk more with this technology, switching users takes time and wastes time.  There is a delay between when someone talks and when others hear.  So, the delay can be significant.  I have found to have students answer just one or two words isn't worth the effort or frustration of switching "microphones." Instead, switch speakers when you want to have students speak at length.
  2. Use text-based chat, too.  I have found that using the text chat with the two-way audio to be a great technique.  When I would like a student to respond to a particular question, I can ask my question then call on a specific student to type in their answer.  I can also ask all my students to type in examples of the topic that we're discussing.  These examples provide great springboards for my points and further discussion.  I also use Fast Finger Questions (see more below).
  3. Calling on students makes them be better prepared.  The Socratic questioning method popular in Law schools (and Legally Blonde) works really well here, too.  Because students know that they may be called on to describe, summarize, or explain any topic, I have found that they are more prepared.
  4. Fast Finger Questioning.  On the game show "Who Wants to Be a Millionaire?" players are selected based on a fast finger question.  I have my own version that I play with students in two-way audio.  Here's how to play:
    1. I (the teacher) have the microphone.
    2. I tell students that I'm going to ask a question.  I would like each of them to type their answer into the text chat window but DON'T press return/send.
    3. I will then count down, "Three, two, one.  Send!"  And everyone can hit return at the same time.
    4. Everyone's answers will then appear quickly one after another in the text window where I can then evaluate the responses and make comments based on the answers.
    5. This technique allows a lot of students to participate all at once, and it provides some excitement to the class.
  5. Handouts are helpful.  Students told me that they particularly like the sessions where I had a handout that they filled in or added notes to during our two-way audio sessions.  They found the handouts helpful both in guiding their thinking during the session, and it was a great "take away" for later as well.
  6. Make students do the diagnostic testing for their computers. I always tell students to run the diagnostic test for their computer.  (The Wimba Voice has a great test.)  Once students do this once, they don't ever have to do this again ... unless they switch computers (which is more common than you would think) or if they have to wipe their systems (which is also more common than you would think).
  7. Build in extra time the first time.  During the first session, build in extra time at the beginning of the session.  This gives students an opportunity to make sure everything is working, you'll have to answer some questions, and you can actually start on time. For example, if you have a class that starts at 4:30 pm, then tell students you'll be online beginning at 4:30 for them to check in.  Then you'll actually start class at 5:00 pm.  After the first time, you can shave this down to 15 minutes.  So, begin broadcasting at 4:15 or 4:30 and begin class at 4:30 or 4:45.

 

Two-way Video

There are a few different video configuration.  One is where the presenter broadcasts and students ask questions through text chat.  Another is where the presenter can broadcast a screen (e.g., Powerpoint presentation) along with the video of the presenter.  In another desktop system, postage stamp videos streams of each participant show up on your screen, and one or more people can talk at a time.  In higher-end systems, then users can talk over one another.

  1. Video instructionally adds little.  In our research, we found that instructionally the video contributed very little.  We attempted desktop systems with mid to low-end (web cams) systems. 
  2. Video worked well for office hours.  In a one on one setting, the video worked well.
  3. Broadcasting is better.  Having a presenter broadcast (called one to many) is better.
  4. Beware the Brady Bunch Effect.  In one system, each participant showed up as a small postage-stamp-sized video stream, where each picture was lined up like the opening credits of the Brady Bunch.  This was distracting to the students.  The multiple audio sources were also distracting.
  5. Video costs more.  Not just money.  Time. Technical savvy.  Internet bandwidth. 
  6. Cross-platform :(.  Cross platform compatibility is still not quite as simple as we wish it would be. Fret not, though.  I'm hearing really good things about improvements in this area as systems move toward using Flash.
  7. Free services are available.  There are a number of free services that are available, such as WizIQ and dimdim.

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