Synchronous communication in collaborative online learning: Learners' perspectives

In this qualitative study the logs of synchronous CMC interactions of five small groups were examined. These were taken from two different online courses that primarily employed asynchronous CMC for communication and collaborative knowledge building. Both courses were designed within a constructivist learning framework for the continuing education of professional educators. In addition to the CMC logs, perceptions of their experience from each of the twenty-one participants were explored in two individual semi-structured interviews.; All participants felt that the addition of synchronous communication tools was superior to asynchronous CMC used alone to support group collaboration. They affirmed the findings of previous research that asynchronous CMC enables thoughtful reflections and research without the barriers of time and place; but participants perceived that the immediacy of synchronous CMC provided a learning environment more like "face-to-face." Analysis of the synchronous logs revealed the frequent use of terms usually reserved for face-to-face meetings and interactions that parallel traditional group collaboration. Participants also developed a stronger sense of the personalities of members of their group than in asynchronous CMC groups, and felt committed to and supported by them. These indicators of social presence are in addition to those previously reported in the literature. Peer coaching and tutoring were observed more frequently and seemed more effective than in asynchronous CMC. The scaffolding required for knowledge building came from knowledgeable peers and teacher-facilitators. Several participants observed that using synchronous communication to negotiate, clarify and build consensus enabled a more constructivist learning environment. They consistently behaved in ways that showed enhanced social presence, increased collaboration and social interaction for knowledge construction.; The findings of this study suggest that social support for learning may be a major contribution of synchronous CMC to online learning. The evidence suggests that the addition of synchronous CMC has the potential to allow collaboration to be more complete and authentic than using asynchronous CMC alone. The higher level of social presence and negotiation supported by synchronous CMC may enable participants to get immediate feedback and responses that will result in true interdependence and promote effective online learning communities for co-construction of knowledge.