Synchronous communication shares some characteristics of all computer-mediated
communication, but also has some characteristics unique to real-time live
online conversation. Identifying these characteristics is an important
step in figuring out what to do with them. When planning a unit in which
I intend (or want) to use synchronous media, I take the following into
consideration:
User anonymity -- students can be entirely anonymous to the instructor
and each other, or known to the instructor but not to other participants.
Dependence on text/language for meaning -- the absence of visual images
or avatars of the speakers in most synchronous environments means that
students must convey and interpret meaning solely through the text that
appears on their screens.
Immediate response to input -- discussion moves quickly and students must
think and react "on their toes" in order to keep up.
Option to communicate with a broader audience -- students can directly
interact with other sections taught by the same instructor, other sections
taught by different instructors, students at other institutions, or with
the internet public at large.
There may be other characteristics I haven't articulated, or there may
be different ways of thinking about them; the key is to decide for yourself
what synchronous media can provide for your students. Part of that process
may be increasing your own experience with synchronous communication. Once
you feel you have identified traits you value in synchronous media, you
can examine your course or unit goals to see if synchronous communication
would be a useful or appropriate pedagogical tool. Not all assignments
are computer-friendly; one of my challenges remains admitting to myself
that some of my assignments might not necessarily benefit from online chats.
However, there are a few general benefits that students
can get from creative uses of synchronous media in the classroom...