The research indicated that increasingly students were recording the radio programs to listen to them later, but more importantly they were rating the cassettes as significantly more useful to their studies than the radio transmission. This allowed students to set a timer which would automatically record a radio program on to an audio cassette. The latest technology in the early 1970s was the battery-operated radio cassette player (the Sony Walkman did not arrive until 1979). As part of the Audio-Visual Media Research Group, we were tracking student participation in the television and radio broadcasts that accompanied the Open University courses. To be honest, this insight really came from work by my colleagues at the Open University, Hans Grundin, Duncan Brown, Nicola Durbridge and Stephen Brown. Synchronous ‘content’ can be made available ‘asynchronously’ through recording.
The unifying feature of synchronous technologies is that they take place in real time thus both teachers and students have to be communicating together at the same time (but not necessarily in the same place.)Īsynchronous technologies include both one-way (broadcast) technologies such as print, audio-cassettes, podcasts, video-cassettes, lecture capture, web sites, DVDs, databases, web streaming including YouTube videos, and xMOOCs, and two-way (interactive) technologies such as written assignments, e-mail, online discussion forums, learning management systems, e-portfolios, blogs, search engines,cMOOCs, and other social media such as Facebook. (in press) Technology, e-Learning and the Knowledge Society, London: Routledgeįrom the table above, it can be seen that synchronous technologies include both one-way (broadcast) technologies, such as lectures, radio, broadcast television, and Webcasts, and two-way (interactive) technologies such as face-to-face seminars, audio-conferencing, video-conferencing, web conferencing, and virtual worlds. Which are synchronous and which are asynchronous technologies? From Bates, A. In particular the ability to repeat and revise recorded material makes learning much more effective than live, synchronous teaching, for any learner who requires flexibility in accessing educational opportunities. God helps those who help themselves (about educational technology in developing countries).Įveryone learns better from media and technologies that allow them to study anywhere, at any time. This is the third of seven posts that discuss why I believe these ‘discoveries’ to be important, and their implications specifically for online learning. In an earlier post, I listed the seven ‘aha’ moments that have been the most seminal ‘discoveries’ in my researching and working in educational technology.
#STUDENT AHA MOMENT TV#
The transmitter at Alexandra Palace, London, for the OU's TV and radio programs
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