Polysynchronous: Dialogic Construction of Time in Online Learning

Abstract

Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the history of synchronous and asynchronous concepts and argues that an examination of students' perception of time in online contexts is required if we are to move past asynchronous-synchronous dualities toward a more nuanced understanding of how time manifests itself and affects pedagogical practices. Bakhtin's concept of the dialogic is used as a framework to explore how time in online learning has been reshaped through dialogue. A new description of time online as being polysynchronous is suggested and the illustrations provided explore the educational implications of this time shift on online discussions.

The Connectedness Between Organizational Time/Space and Experienced Time/Space From the Perspective of an Online Distance Student

“…First, the flexibility of the course entails an easy navigation within the platform and thoughtful allotments of time according to study activities, in a way that keeps students in the same pace with the organizational time and space as designed by the course. The discussion board activities, which are also the topic of concern of Khoo and Cowie (2014) and Oztok et al (2014), a.o., can as well contribute to building productive learning relationships. More broadly speaking, flexibility should involve granting access to a variety of facilities and activities available on campus to students taking the course online.…”

“…In the recent attempts to bring more nuances to the notion of time, several researchers have paid closer attention to the learners' experience regarding time. For example, Kabat (2014) and Oztok et al (2014) have challenged the conventional dichotomy of time as being synchronous and asynchronous. By investigating the students' discussion board, Oztok et al (2014) found that there the time is displayed to the students both linearly and non-linearly.…”

“…For example, Kabat (2014) and Oztok et al (2014) have challenged the conventional dichotomy of time as being synchronous and asynchronous. By investigating the students' discussion board, Oztok et al (2014) found that there the time is displayed to the students both linearly and non-linearly. For some other researchers, such as Khoo and Cowie (2014), an interest was in how pivotal time points of the postings in the discussion board can impact the reflection and collaboration procedure, as well as offering socio-emotional support for the online students.…”

Changing knowledge, changing technology: implications for teacher education futures

“…These include synchronous experience, asynchronous modes of study (e.g. Chiero and Beare, 2010;Olson and Werhan, 2005) and indeed, a blurring of current binaries of synchronicity and asynchronicity, such that traditional notions and understanding of 'time' become redundant (Dalgarno, 2014;Oztok, et al, 2014). These variants are likely to proliferate in the future as learners demand a more customised form of higher education.…”

Examining the characteristics of student postings that are liked and linked in a CSCL environment

“…Within CSCL environments where engaging in discussion about course materials is the primary focus for students, text-based exchanges provide the learner with an opportunity to produce coherent contributions to the discussion as there is more time to gather thoughts (Solan & Linardopoulos, 2011, p. 453) than in a face-to-face, synchronous setting. In general, time is seen to expand in online discussions, as students can participate when they choose (Oztok et al, 2014). One worry is that this constant course availability may be draining, although many students are willing to spend extra time for the benefits inherent in reading well-reasoned messages (Meyer, 2003).…”