Sherma Edwards 1

OMDE 603 Section, 9041

Sherma Edwards
OMDE 603 Section, 9041
October 12, 2014
A Comparative Analysis of an Issue or Concern in Distance Education- Asynchronous or
Synchronous Technology
Word Count- 965

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OMDE 603 Section, 9041

Introduction
Blaschke (2004) noted that a major issue faced by online institutions is collaboration, a
skill which is of growing importance that needs to be developed in the twenty-first century (p.
1). Online collaboration is very crucial for distance education (DE) institutions because of high
consumer demands and as a result of todays competitive, global and digital market. DE
institutions must recognize the importance of collaborating, particularly when serving learners
around the world. This paper will elaborate on the pros and cons of an asynchronous
communication tool or component such as discussion or message boards and how they can help
with building an effective and collaborative learning environment.
Analysis
Educators must invent ways to instruct or convey resources for DE students to interact,
study, and later reference. The use of either an asynchronous or synchronous technology tool
allows educators to provide students with knowledge and a means to obtain an education. DE
institutions, as a result, must comprise an effective tool in order to remain competitive and to
promote a successful learning environment. Learning tools should include good quality of
service, student-engagement, instruction and accessibility for any non-traditional students to
learn (Brindley, 1995).
Asynchronous models are those in which content is delivered and taught and
collaboration between student and teacher is conducted entirely or partially online at a different
place and time (Meloni, 2011, p. 24). Many institutions, such as Strayer University (SU),
(Strayer University, 2014), Coastal Carolina Community College (CCCC), (Coastal Carolina

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Community College, 2014), and University of Maryland University College (University of

Maryland University College, 2014) do offer asynchronous classes.
Asynchronous interaction is usually piloted, communicated and managed by a
technological tool. One of those components used is known as discussion boards. Discussion
boards exist in many freestanding or learning management systems (LMS) such Moodle,
Skillsoft, Schoology and Blackboard (Twakyondo & Munaku, 2012). Message boards help with
maximizing student learning styles, engagement, community building and interaction and
improving their online learning experience. Students can collaborate and work on meeting their
shared goal as DE learners. A goal that allows flexibility to learn, obtain an education and to
preserve their life-long learning.
There are strengths or advantages of discussion board technology in an asynchronous
setting. Online collaboration or materials provided via technology or message boards is usually
free (Meloni, 2011) and these can be an effective approach to cognitive and social learning,
(Blaschke, 2004, p. 1) when illustrated by teams whose primary goal is to cater to learners and
global demand. Discussion boards or web technology allow instructors, administrators,
employees, learners and web developers to create and implement new ideas, and to also learn
about and from different cultures while adapting to new trends, partnership projects and learning
from one another.
Another benefit of collaborating and presenting course materials online via discussion
boards, in an asynchronous setting, is that instructors have the opportunity to direct students to
other resources, such as other websites, library databases, e-books or blogs. These extra

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resources give each individual a sense of control and responsibility within the context of the
online class forum and can help sustain student engagement (Meloni, 2011).
Discussion boards also have flaws or weaknesses. For example, message boards with the
integration of LMS online learning, when working with peers or groups of diverse or cultural
backgrounds, trust can be low. The issue of trust can be minimized if there is a leader or
leadership teams to encourage trust-building (Blaschke, 2004, p.3) activities and problem
solving. Putting into effect some type of orientation in the pre-week of every course should be
quite helpful for new individuals. Orientations will break the ice among groups, allow learners to
build on commonalities, eliminate fear and reduce the feeling of isolation and can also increase
retention.
Other means to minimize issues faced includes, enhancing the followers interest and
encouraging each person to be empowered or responsible for specific in- classroom tasks. The
bulk of the work or assignments should be shared equally among groups and simple directions
and instructions needs to be given. Support is required to also maximize effective
communication. Lastly organizational tools must be current and work efficiently to meet
everyones needs and expectations.
In addition, if there is not a common goal, objective or mission, then this is another
example of a negative attribute when utilizing discussion boards. Online and distance learners
especially need services to help support and create community building in this type of forum. It
is important that educators learn from trial and error and the process of elimination needs to be
practiced. This elimination process will increase both teacher and student level of satisfaction.

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For example, SU offers asynchronous learning as a form of communication but saw the
need to also implement synchronous communication (Strayer University, 2014). UMUC is
another prime example that has a curriculum consisting of both online and face-to-face
interaction, also known as hybrid classes (University of Maryland University College, 2014).
Focusing on common goals and also realizing when changes must be made serves as a resolution
and a positive way of decreasing issues faced such as distrust, fear of the unknown and
loneliness. Leaders must observe and envision a bigger picture, in order for transformational
change to take effect since these types attributes can positively impact student interaction,
rapport building and retention.
Conclusion
DE and its LMS component tool such as discussion or message boards can help develop
collaborative learning environment, if utilized efficiently and effectively. In spite of some
weaknesses, such as lack of trust, fear, loneliness and low student engagement, discussions
boards have a lot of potential in creating a successful learning environment. These types of
learning environments are usually free, can create a sense of community, and empowerment,
expose students to other resources, build teams, and develop cognitive and social learning from
anywhere in the world.

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References
Brindley, J. E. (1995). Learner services: Theory and practice., Distansutbildning i itveckling,
Rapport nr. 11 (pp. 23-34). Umea, Sweden: University of Umea. Retrieved from
https://learn.umuc.edu/d2l/le/content/33603/viewContent/1138163/View
Blaschke, L. M. (2004). Sustaining online collaboration: Seven lessons for application in the
Volkswagen AutoUni. In U. Bernath & A. Szcs (Eds.), Proceedings of the 3rd EDEN
Research Workshop Oldenburg, March 4-6, 2004, (pp. 388-394). Oldenburg:
Bibliotheks- und Informationssystem der Universitt Oldenburg.
Coastal Carolina Community College. (2014) Distance learning Retrieved from
http://www.coastalcarolina.edu/distance-learning/
Goomas, D. T. (2013). Technology usage among community college faculty in first-time-incollege classes: A call to standardization:, Community College Journal Of Research &
Practice, 37(12), 1011.d0i:1080/10668926.2012.728170
Meloni, J. (2011). Technologies for teaching: Strategies and pitfalls. Education Digest Essential
Reading Condensed for Quick Review, 76(8), 23-27
Strayer University College. (2014) About SU. Retrieved from
http://www.elearners.com/colleges/strayer-university/
Twakyondo, H., & Munaku, M. (2012). Experience of course migration from blackboard to
moodle LMS- A Case Study from UDSM. International Journal OF Computing & ICT
Research, 6(2), 33.

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University of Maryland University College (UMUC). (2014) About UMUC. Retrieved from
http://www.umuc.edu/visitors/about/.