A comparative content analysis of student interaction in synchronous and asynchronous learning networks

Abstract

Interaction plays an important role in the success of distance learning. As most distance learning environments mainly utilize asynchronous computer-mediated communication (CMC) systems, interaction research that focuses on synchronous CMC is largely ignored. This study scrutinized the patterns of learner-learner interaction in a distance learning environment. Student interactions in synchronous and asynchronous CMC systems were compared. The results of the research suggest that constructivist-based instructional activities, such as student-moderated discussion and small-group cooperative learning, are conducive to interaction. Overall, a higher percentage of social-emotional interactions occurred in the synchronous mode than in the asynchronous mode. Students spent more time in task-oriented interaction in asynchronous discussions than they did in the synchronous mode. In moderating online seminars, student moderators who followed the guidelines of student-centered discussions (SCD) were able to encourage full participation in an online seminar. Recommendations for the design of instructional activities and interactive interfaces were also made in order to improve distance learning environments.