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Synchronous conferencing or synchronous computer-mediated communication (SCMC) is any form of computer-mediated communication that occurs in real-time; that is, there is no significant delay between sending and receiving messages. SCMC includes real-time forms of text, audio, and video communication. SCMC has been highly studied in the context of e-learning.
Synchronous conferencing protocols include:
- IRC (Internet Relay Chat)
- PSYC (Protocol for Synchronous Conferencing)
- SILC (Secure Internet Live Conferencing protocol)
- XMPP (Extensible Messaging and Presence Protocol)
- SIMPLE (instant messaging protocol) (Session Initiation Protocol for Instant Messaging and Presence Leveraging Extensions)
Types
According to the type of media used, synchronous conferencing can be divided into
- audio conferencing: only audio is used
- video conferencing: Both audio (voice) and video and pictures are used.
According to the number of access point used, synchronous conferencing can be divided into
- point-to-point: Only two computers are connected end to end.
- multi-point: Two or more than two computers are connected.
Synchronous vs asynchronous conferencing
Both synchronous and asynchronous conferencing are online conferencing where the participants can interact while being physically located at different places in the world. Asynchronous conferencing allows the students to access the learning material at their convenience while synchronous conferencing requires that all participants including the instructor and the students be online at the time of the conference.
While synchronous conferencing enables real-time interaction of the participants, asynchronous conferencing allows participants to post messages and others can respond to it at any convenient time. Sometimes a combination of both synchronous and asynchronous conferencing is used. Both methods give a permanent record of the conference.
Methods
Some of the methods used in synchronous conferencing are:
- Chat (text only): Multiple participants can be logged into the conference and can interactively share resources and ideas. There is also an option to save the chat and archive it for later review.
- Voice (telephone or voice-over IP): This is a conference call between the instructor and the participating students where they can speak through a built-in microphone or a headset.
- Video conferencing: This may or may not require the participants to have their webcams running. Usually, a video conference involves a live feed from a classroom or elsewhere or content.
- Web conferencing: This includes Webinar (Web-based seminar) as well. Unlike in video conferencing, participants of web conferencing can access a wider variety of media elements. Web conferences are comparatively more interactive and usually incorporate chat sessions as well.
- Virtual worlds: In this setup, students can meet in the virtual world and speak with each other through headsets and VoIP. This can make learning more productive and engaging when the students can navigate the worlds and operate in their avatar.
Critical factors for effective implementation
There are four critical factors identified for implementing synchronous conferencing for effective instruction to the students
- Video and audio quality which depends on technical factors like higher bandwidth and processing capabilities of the system.
- Training time depends on the familiarity and proficiency of the instructors and the students with the technology.
- Teaching strategies depend on the adaptability of the instructors to the new methods, preparing appropriate and effective training materials, and motivating students.
- Direct meeting of the instructor and the students.
Synchronous conferencing in higher education
Synchronous conferencing in education helps in the delivery of content through digital media. Since this is real-time teaching, it also brings the benefits of face-to-face teaching in distance learning. Many higher education institutions offer well-designed quality e-learning opportunities. Some of the advantages of synchronous conferencing in education are:
- Helps the students to connect with not only their teachers and peers but also with recognized experts in the field regardless of the geographical distance and different time zones.
- Provides opportunities for both the teachers and the students to expand their knowledge outside the classroom.
- Helps students who are home-bound or limited mobility to connect with their classrooms and participate in learning.
- Helps the faculties to conduct classes when they are not able to come to classes due to an emergency.
- Supports real-time collaboration, interaction, and immediate feedback
- Encourage students to learn together and in turn, develop cultural understanding
- Personalized learning experience for the students
- Real-time discussion opportunities for students promoting student engagement
- Active interaction can lead to an associated community of like-minded students
- Saves travel expenses and time
Implementation of educational technology
The tools for implementing synchronous conferencing depend on the type of educational problem addressed. This is in turn decides the method of synchronous conferencing to be used and the tool to be used in the learning context. The tool selected addresses the problem of improving the learning outcomes which cannot be solved with an asynchronous environment. There are many tools and platforms available for synchronous conferencing.
- Smartphone applications
- Web conferencing tools
- Video conferencing tools
- Video and hangout platforms
- Shared whiteboards
The selection of tools and platforms also depends on the group size which depends on the activity for the course design.
Limitations
Some limitations for synchronous conferencing in learning are:
- Disjointed discussions, not connected in time
- Lack of effective moderation and/or clear guidelines for learners
- Difficulty in collaborating on online projects
- Lack of proper communication with the instructor and students.
- Technical issues may arise if not analysed and planned in advance
- Lack of familiarity with the tools
- Limited time to complete the learning activity and to incorporate interactions with the learners
See also
- Collaborative software (Groupware)
- MUDs (Multi-User Dungeons)
- Asynchronous conferencing
References
- Abrams, Zsuzsanna Ittzes (2003-04-30). "The Effect of Synchronous and Asynchronous CMC on Oral Performance in German". The Modern Language Journal. 87 (2): 157–167. doi:10.1111/1540-4781.00184. ISSN 0026-7902.
- ^ Grant, Michael M; Cheon, Jongpil. "The Value of Using Synchronous Conferencing for Instruction and Students" (PDF). Journal of Interactive Online Learning. Archived from the original (PDF) on 2017-08-08. Retrieved 23 September 2015.
- "What is online conferencing?". Online Conferencing. Retrieved 23 September 2015.
- Gregory, Sue; Lee, Mark J. W.; Dalgarno, Barney; Tynan, Belinda, eds. (2016). Learning in virtual worlds: research and applications. Issues in distance education. Edmonton, Alberta: AU Press, Athabasca University. ISBN 978-1-77199-133-9. OCLC 930542375.
- Ericson Nolasco, Clyde (2022-02-01). "Online Distance Learning: The New Normal In Education". eLearning Industry. Retrieved 2024-05-30.
- ^ Ozden, Sule. "Student Perceptions of Web-conferencing in Hybrid Classes" (PDF). Retrieved 25 September 2015.
- Ferriter, Bill. "Using videoconferencing to connect your class to the world". Learn NC. Retrieved 25 September 2015.
- Anderson, Lynn; Fyvie, Barb; Koritko, Brenda (June 2006). "Best practices in synchronous conferencing moderation". The International Review of Research in Open and Distance Learning. 7 (1). doi:10.19173/irrodl.v7i1.308. Retrieved 25 September 2015.
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