Asynchronous distance language learning involves learning opportunities that can be accessed at any time, and which make use of, for example, print, video, CD-ROM, e-mail and computer conference discussions. The advent of computer-mediated communication (CMC) has provided a range of possibilities for asynchronous communication, through e-mail, discussion lists, computer conferencing and bulletin boards.
In distance language courses that make use of CMC, new opportunities for interaction with the teacher and with other learners counter the traditional and awkward isolation of distance language learners. CMC has also opened up possibilities for interacting with native speakers in tandem learning opportunities. The advantage of asynchronous interaction is that learners can participate and respond at their convenience, there is time for thought and reflection between responses, and it is possible to revisit discussions at a later date. Lamy and Goodfellow (1999a: 45), referring to the Open University’s Centre for Modern Languages, argue that:
For the Open University’s adult distance learners, the form of CMC which has so far proved the most accessible and appropriate to their varied circumstances of home-based learning is the asynchronous bulletin board system, or text-based computer conference . . . Typical of the kinds of interaction generated around these systems is a kind of ‘slow motion’ conversation in which messages and their responses may be separated by several days.
Asynchronous delivery offers flexibility to learners in that access to the course content or communication can take place at any time, and from different places. Voice mail, for example, has been used in language courses to provide students with listening and speaking practice. Rio Salado College in Arizona offers a distance Spanish course, and as part of this students call up the voice-mail ‘kiosk’ at least once a week. What they hear is a brief lesson, which prompts them to answer questions, using Spanish, about the lessons scheduled for the week. The responses of the students are recorded, and sent to the instructor’s voice-mail box (Young 2000). Asynchronous systems have a number of other practical advantages, in that they are generally cost-effective for the institution and for the individual, and they are not confined to particular schedules or time zones.
Synchronous learning
Synchronous distance language learning uses technologies that allow for communication in ‘realtime’, for example by telephone or chat rooms. The time and opportunity for learners to participate is controlled, which means of course that it is a less flexible option. Synchronous systems can be highly motivating in that distance learners feel less isolated and gain energy and inspiration from the learning group. Mason (1998a: 31) notes that this can be further enhanced by the fact that ‘real-time interaction with its opportunity to convey tone and nuance helps to develop group cohesion and the sense of being part of a learning community’.
Thus synchronous interactions may feel more like a live conversation, and are more spontaneous. Feedback plays a very important role in distance language learning, and synchronous systems permit immediate feedback by the teacher, as well as providing opportunities for the development of feedback within the learning group. One of the key challenges in distance language learning is the development of interactive competence, particularly in realtime, and synchronous learning opportunities are important for this.
However, not all learners respond equally well to the loss of flexibility that is part of synchronous distance learning. While some learners prefer the structure provided by the regular timing of synchronous delivery – to have the course delivered in regular sessions at fixed times and to have their learning paced in this way – others find it a very real limitation.
Multi-synchronous learning
Many distance education providers now combine synchronous and asynchronous forms of delivery in order to bring together the benefits of both forms of provision. The term multi-synchronous is used by Mason (1998b) to refer to the combination of both synchronous and asynchronous media with the aim of capitalising on the advantages of both systems.
This is the most common way in which different media are used in distance language learning – to work together in a complementary fashion. One example is a satellite television Internet-based distance language
programme called English Business Communication developed by Christine Uber Grosse (2001). The course brought together the following elements:
- Interactive satellite television linking remote classes (synchronous);
- Internet-based web board for holding chats during office hours (synchronous), for posting and reviewing homework and for class announcements (asynchronous);
- E-mail for sending messages, homework and feedback on submitted work (asynchronous);
- Face-to-face meetings held at the start of the course as part of an orientation week (synchronous).
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