Article Notice - Asynchronous And Synchronous Online Teaching: Perspectives Of Canadian High School Distance Education Teachers

I think I mentioned this one a while ago when it first appeared in the “Online First” system, but it has now been officially published.

Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

1. Elizabeth Murphy^1,*,
2. María A. Rodríguez-Manzanares²,
3. Michael Barbour³

Article first published online: 13 JUL 2010

DOI: 10.1111/j.1467-8535.2010.01112.x

© 2010 The Authors. British Journal of Educational Technology © 2010 Becta

Issue

British Journal of Educational Technology

Volume 42, Issue 4, pages 583–591, July 2011

Additional Information(Show All)

How to CiteAuthor InformationPublication History

1. Elizabeth Murphy holds a PhD in educational technology from Université Laval, Québec, Canada. She is an associate professor in the Faculty of Education at Memorial University of Newfoundland, Canada; María A. Rodríguez-Manzanares is a doctoral candidate in the Faculty of Education at Memorial University of Newfoundland and a lecturer in the university’s Department of French and Spanish and Faculty of Education. Her areas of interest include technology-enhanced learning, second- and foreign-language learning and international students; Michael K. Barbour is an assistant professor of Instructional Technology at Wayne State University in Detroit, Michigan. Originally from Newfoundland, Canada, Michael received his PhD from the University of Georgia. His research interests focus on the use of online learning to provide equitable learning opportunities for K-12 students in rural jurisdictions.

Abstract

This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students’ preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher- rather than student-centred approaches. Asynchronous online teaching provided support for self-paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.

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