Robin:

I think it depends on how you use the discussion forum. I have found that using it for  asynchronous online debates give students the time they need to develop their arguments, especially when rebutting their opponents' arguments. I would agree that students are bored with the usual "comment on a colleague's" response in using discussion forums. The asynchronous debates add some competition to the learning activity as a winner is judged from the two debating teams (for or against), which makes it more interesting and motivating. I have attached my current conference paper on such use of the asynchronous forum that I hope can be useful to your question.

Many thanks,

Debra

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Without reading the article,  I don't see the argument of one being better that the other. It is like comparing travel modes such as a motorbike and a car. Depending of where you want to go and the circumstance, you may prefer one over the other. In fact to a large extent they may complement each other. It is likely that a cohort of students may prefer one mode to the other. It is the teacher's duty then to switch to the preferred mode in order to engage the students.

The article, if I read it correctly (and probably too quickly) was more conjuncture and anecdote. I think - just like traditional, f2f ("physically colocated") classroom time - effective and ineffective pedagogy and instructional design dictate student (and teacher!!) experience. And, just like f2f, unfortunately a lot of less-than-desirable practice persists! All technology is just technology. HOW we use it is what makes it fun/not fun, engaging/not engaging, and a place for learning (or not). Neil Selwyn said something profound about this - i will look that up  and share it with you another day!

Yes - but I do wonder about (a) whether student freely participate in online discussions, (b) whether the interaction is more about them articulating there own thoughts than truly interacting with others, (c) whether student would participate if it were not for grades.  Agreed on the post I noted BUT I have come across many students who would just as soon not participate in asynchronous discussions.  Mind there are a number who do not participate F2F either.

I think you're right Robin, that the instructional design needs to create a really strong motivation to participate. As both a student in online courses, AND an instructor, I find that the online discussion must be compelling. For example (just as in class) if things are relevant and controversial. In my experience, topics or questions that hit a nerve cause people to weigh in. Just like when certain articles (and not others) prompt vibrant comments in online publications. I think this hits on what Debra Sharon Ferdinand posted above - the controversy inherent in a debate can be a motivator. I also found that lots of "behind the scenes" private emails between instructor and student can prompt addtional comments. I like to avoid dominating online discussion as the instructor, and avoid singling people out publicly, but emailing with questions or requests to expand on this or that (social presence!) can help to structure the discussion and keep things really lively.

Dear Robin 

I would suggest some of my papers. You can find all of them downloadable in my profile. One of the most distinctive is titled 

Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses, which was published in Computers and Human Behavior.

Kind regards

NP

The asynchronous communication has a great advantage when we try to extend beyond a face class discussion.It allows students to participate and achieve feedback.

The most effective response is to have a real, synchronous time, but here is a difficulty of who responds to the concerns of students when there is no delimitation of times for synchronous communication.

Alfredo

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La comunicación asíncrona tiene una gran ventaja cuando pretendemos extender más allá de una clase presencial la discusión. Permite a los estudiantes participar y lograr retroalimentación.

Lo más eficiente es tener una respuesta en tiempo real, síncrona, pero aquí hay una dificultad de quien responde a las inquietudes de los estudiantes cuando no hay una delimitación de tiempos para la comunicación síncrona.

Alfredo

@Alfredo - I suppose I was thinking about the quality of interactions more than the affordance of each method, but I understand your point regarding accessibility.  I wonder if asynchronous allows for a deeper reflection - at least self-reflection BUT perhaps the quality of interaction is limited due to the stop and start nature of the medium.  Synchronous allows for more spontaneity but may lead to less reflection.  Having in them both might be ideal for I could see each method being a good primer for the other method - sort one after the other kind of structure.

Robin can not exclude any of the models of communication and I use both and use them depending on what they want to achieve in the learning process. Sometimes spontaneity and synchronicity is valuable to know the perceptions or primary learning of students and sometimes we need to know the complexity of learning.

With very young students is very good forum synchronous and students working on 25 years of age, they are more comfortable asynchronous forums. This is an example of what is mentioned in "Death of the Discussion Forum" is written by someone who does not manage forums but just use them and also use Twitter eel think what makes communication is synchronous, but this is not true reality.

Both models can be fabulous and much depends on what time you use it, with whom you use, as you use it and with what intensity and emotion take on.

"Long live the Discussion"

Alfredo

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Robin, no puedo excluir a ninguna de los modelos de comunicación y es que yo utilizo ambos, y los utilizo dependiendo que es lo que quiero alcanzar en el proceso de aprendizaje. A veces la espontaneidad y sincronia es valioso para saber las percepciones o aprendizajes primarios de los estudiantes y en otras ocasiones necesitamos saber la complejidad de los aprendizajes.

Con estudiantes muy jovenes resulta muy bien el foro síncrono y con estudiantes que trabajan, sobre los 25 años de edad, les es más comodo los foros asíncronos. Esto es un ejemplo de que lo mencionado en "Death of the Discussion Forum” está escrito por alguién que no administra los foros sino que tan solo los utiliza y que además cree qu eel usar Twitter hace que la comunicación sea síncrona, pero esto no es cierto en la realidad.

Ambos modelos pueden ser fabulosos y mucho depende en que momento lo utilices, con quienes los utilices, como lo utilices y con que intensidad y emoción la lleves adelante.

"Larga vida a la Discusión"

Alfredo

Alfredo - Thanks for this.  How do you know that both work well?  Is this from gut instinct?  Have you asked the students which works better.  I ask because often teacher believe something is working well (otherwise why would they do it) BUT I have met VERY few teachers who actually collect formative feedback on their teaching methods.  And my deeper questions is under what circumstance do either of these methods work and do not work?

Robin,

My experience with the synchronous and asynchronous modes of communication is rewarding. However, my first choice would be the asynchronous, as this mode allows for flexibility for both the lecturer and the student.

Asynchronous mode of communication allows me as a student to work with my schedule, which, by the way, is late at nights, I can communicate with my lecturer via emails if the need arises. As a result, I am an advocate for the asynchronous mode of communication.

Kind regards,

Carol Mitchell

Robin

My experience with the synchronous and asynchronous modes of communication is rewarding. However, my first choice would be the asynchronous, as this mode allows for flexibility for both the lecturer and the student.

Asynchronous mode of communication allows me as a student to work with my schedule, which, by the way, is late at nights, I can communicate with my lecturer via emails if the need arises. As a result, I am an advocate for the asynchronous mode of communication.

Kind regards,

Carol Mitchell

Hi Carol,

If you don't min my asking, what specific experience have you had with fully synchronous/virtual courses?

Robin

Hi

This paper may be useful:

Article Synchronous and Asynchronous E-Language Learning: A Case Stu...

Hi!

A part of my research focuses on the designed conscious mix of synchronous and asynchronous communication in the learning process. This time modality/process perspective is also the framework where I understand the function of both analogue, digitalised analogue and more inherently digital (information-processing) ICTs. see my paper A time based blended learning model and the recent paper Time shifting ad agile time boxes in course design. both on my account. Best, Anders

Short of stating the obvious, the choice between the two is all about engagement of the learners and the impact on their learning. It is not about the preference of the instructor. As a mediator of the learning process, the choice may have be carefully made by considering the discipline, the students, the method, and other circumstances that affect delivery. We should remember that technology is a tool, using it appropriately should be the focus.