Leveraging the Web for Synchronous Versus Asynchronous Distance Learning

This paper reports on the authors’ experiences in designing and teaching synchronous distance learning classes in electrical and computer engineering and in designing asynchronous distance learning classes for a graduate program in information technology. These experiences provide insight into the characteristics, benefits, and limitations of these two modes of distance learning. These characteristics imply critical pedagogical and practical issues related to the design, development, and delivery of synchronous and asynchronous distance learning classes. For any form of distance learning to be effective, teaching styles and course design must be altered, at least to some extent, from teaching styles and course design for traditional non-distance learning classroom instruction. Synchronous distance learning classes can be modeled closely after traditional classes, however effectiveness can be substantially increased through use of the World Wide Web and other Internet applications. Asynchronous distance learning classes require a substantially different model with the World Wide Web as the fundamental enabling technology. Our asynchronous course design is built around short “lectures” delivered via streaming audio and graphics. Thus, we are maintaining a lecture-centric approach to learning, but have recognized that the form of the lecture must be significantly redefined.