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Merging Asynchronous and Synchronous Learning Networks with Web 4-M

by Sloan-C

ABSTRACT
Hybrid tool suites that integrate asynchronous and synchronous methodologies are starting to emerge in today's marketplace. Over the past year, I have explored the use of one such tool, Web-4M, to deliver educational material via the Internet. Asynchronous tools include, Email, News Groups and a Browseable Document Library. Synchronous tools include Chat, White Board and an Interactive Slide Show, all of which are presented in a multimedia room environment. One unique feature of this system is that a Document Library ties both the asynchronous and synchronous tools together. For example, discussions, slide shows and White Boards can be archived in the system for asynchronous review. This feature allows for great flexibility in time scheduling as well real-time collaborative learning. This paper discusses the advantages of hybrid software tools and how they can be used as a compatible technology with ALNs. I also discuss teaching experiences with the Web-4M system, giving examples of the use of this hybrid toolkit for distance learning as well as in the traditional classroom.

I. INTRODUCTION

Over the past year I have been teaching with a tools suite called Web-4M for web-based distance learning. Web-4M, a product developed by JDH Technologies, is a hybrid tool suite containing both synchronous and asynchronous tools. This mix allows more flexibility in presentation of material in a distance learning environment. It also opens up a realm of possibilities not available solely through ALNs. For example, Web-4M is very effective in a hybrid class that not only meets in a traditional, time-bound classroom but also requires the students to take part in a given number of on-line synchronous discussions, problem-solving sessions, group homework, or to view presentations. A key component of making these new teaching paradigms work effectively is a tightly integrated distance education delivery system that allows for storage and retrieval of materials presented in a synchronous forum, thus accommodating absenteeism and providing a means for student review. The following sections will discuss some of the features of Web-4M, explain how the synchronous and asynchronous tools are integrated and give an example of how these tools can be used effectively in a distance learning environment.

II. THE WEB-4M TOOL SUITE

The Web-4M suite consists of eight communication and collaboration tools plus several utilities. I will not discuss all of these tools but I will highlight some of the unique tools not found in other web-based distance learning software. Web-4M tools can be roughly divided into asynchronous and synchronous as is shown in Table 1., although due to the tightly integrated nature of this tools set the line between synchronous and asynchronous is not always clear (more on this later).

Table 1. Synchronous and Asynchronous Tools in Web-4M

A. Multi-media Rooms
Another distinguishing factor of some of the tools is whether or not they are roombased. Web-4M has extended the concept of a Chat Room to that of a Multimedia Room. An instructor can go into a room with a group of students and Chat, use a White Board and present Slide Shows. It is also possible (although not recommended for the novice) to participate in multiple rooms. There are also different kinds of rooms, which can serve different purposes. An instructor or administrator sets up permanent rooms. An instructor may, for example, set up a permanent room called Finance 101, where the finance class regularly meets. Every time students log into the system, they can go to this room and interact with other on-line users. Another kind of room in Web-4M is called an Annex. Annexes are rooms anyone can create and they exist within the system until the last person exits the room. These are useful for student breakout discussions or problem-solving sessions. A third type of room is called a Hideout. Hideouts are private rooms, which only invited participants may enter. These rooms are useful for private discussion and advising.

Figure 1. Web-4M Tools: Main Control Window, Room Selector and Room Toolkit.

B. Interactive Slide Show
The Interactive Slide Show is an especially powerful tool for presenting material. A series of images can be synchronously controlled by an instructor, allowing a multi-user distributed PowerPoint-like presentation. Furthermore, the images are presented with the White Board, allowing them to be annotated. In addition to images, URLs and audio files can be attached to each slide. The URL feature allows an instructor to synchronously browse the web with a class and also to launch documents supported by the browser such as movies. A slide show may be used in conjunction with Chat to discuss the presentation and to query students for responses.

Figure 2. Interactive Slide Show presented in the White Board tool.

C. Yo & Broadcast
Yo & Broadcast tools are effective for sending messages to one or all system users. When someone "Yo's" a user in the system, a dialog box pops up on the recipient's computer and an audio message alerts the user that a message has arrived. This is a simple and effect means of getting the attention of another user in the system and sending them a message. The Yo and Broadcast tools are not roombased and can therefore be used to communicate with any user logged in to the Web-4M systems. These tools are very useful for inviting users into a multi-media room for a presentation or discussion.

D. Browseable Document Library
The Browseable Document Library consists of a document browsing tool which allows students to select and view documents that have been posted or stored in the library. This is an asynchronous tool that students can use independently to review materials. Students can view documents supported by the web browsers including HTML, GIF, JPEG and text. Additional formats, such as PDF, AVI, MPEG, MOV, DOC, XLS, AVI and others, are easily configurable via plug-ins or helper applications. The browsing tool can be used to control the reading of documents. By means of the browsing tool, students can easily navigate documents that are hierarchically organized in a file/directory structure. A companion tool, the File Manager, allows the posting of documents with a Drag-and-Drop operation. For example, it is trivial to post a scanned image from a textbook to the document library; you simply select the image file, and drag it to the student-accessible destination directory with the File Manager. Students can then view this document by using the document-browsing tool to display the document.

E. Additional Features
In lieu of going into all of Web-4M's tools in detail, the following table summarizes features of some of the other tools. Detailed information can be found on the Web-4M Reference Pages on the JDH Technologies web site.

Table 2. Addition Features of Some Web-4M Tools.

III. MERGING ALNs AND SLNs

What does an instructor do when a student cannot attend an on-line presentation and discussion? In a traditional class in such a situation the student copies the instructor's or a fellow student's notes. In on-line classes that utilize synchronous tools with asynchronous tools, the trick is to provide the student access to information presented in the synchronous forum in an asynchronous manner. Web-4M provides several mechanisms for doing this. Synchronous tools like Chat, White Board, and the Interactive Slide Show all permit saving to the Browseable Document Library, thus creating a record of the synchronous forum. This is depicted in Figure 3.

Figure 3. Combining Asynchronous and Synchronous Tools

Consequently, it is possible to simply tell the student to review the presentation, associated White Boards, and the Chat transcript that are in the document library.

The Document Library is a central repository for all of the tools in Web-4M. Email and News Group attachments can be stored in this area along with Chat discussions, White boards and Slide Shows. This also makes it possible to email (or post to a news group) a transcript of a Chat (or an annotated White Board) to an individual or class members. It is like having a court stenographer in the virtual classroom. It therefore becomes possible to ask on-line students to collaboratively work in groups using synchronous tools and then send by email copies of their group discussions as progress reports to the instructor. There is a great deal of flexibility in having combined synchronous and asynchronous tools. The next section gives one example of how an instructor might use this combination.

IV. VIRTUAL CLASS FLOW

Dietz [1] outlines the basic instructor/student interactions in the traditional learning process which include pre-, post- and in-class materials, instructor and student questions, gauging student reactions and evaluating student comprehension. These interactions should occur in a distance learning environment as well as in the traditional classroom. The delivery of pre-class material is easy. Pre-class material can range from reading web pages with related materials to assigning textbook problems to writing assignments. The type and format of materials is often class dependent. In problem-solving classes, it is desirable to give sample problems of the type an instructor plans to cover in an on-line presentation and/or Chat session. While a wide range of document types can be easily posted to the Browseable Document Library for student review, other effective mechanisms for pre-class material delivery include sending email directly to students or posting materials to new groups.

The in-class instructor/student interactions can occur using the synchronous tools. The Chat tool combined with a previously prepared Interactive Slide Show can be used to step through new material. Problems or questions (similar to those given in the pre-class materials) can be included in the Slide Show. Students can be asked to respond via the Chat tool. If students whisper their responses to the instructor, only the instructor will see the student answers, thus eliminating copycat solutions or possible student embarrassment. Since the instructor controls the Slide Show, a "hint slide," or "solution slide" can be presented after the instructor receives student responses. Students themselves can also ask questions of the teacher or of each other. In a literature class, an instructor might present a poem and allow free discussion among the students to encourage them to express various interpretations. In a large class it is possible to have students break out into small groups and have group discussion in an Annex (temporary room). Remember also that the slides (images) in a presentation are presented in the White Board, making it easy to annotate, edit or emphasize a particular portion of the slide.

Post-class material can be provided to students using the same methods as the pre-class material. Chats transcripts, Slide Shows and White Boards can be easily archived to the Document Library for student review. Emailing calendar events with homework due dates is an easy way to ensure students know when material is due. Calendar events will be posted to the student's calendar as a reminder. Using the Return Receipt feature in email lets the instructor know the student has opened the email message. A homework News Group is also useful. Both problems and solutions can be posted to this News Group for student access and review.

Evaluation of comprehension can be achieved through synchronous interactions. Instructors can review Chat transcripts to see who is not participating and comprehending (or maybe not reviewing pre-class material). If students know in advance that an instructor will review and grade answers presented during a Chat session they will have added incentive to be ready for an instructor's questions. Of course, most classes use some form of testing. It is easy to present an exam on-line via email (with return receipt) or by posting to the Document Library. Submission is best performed via email. Web-4M's email has extensive sorting features (e.g., -time/date, sender, subject) which make it easy to group emails together and move them into folders. Since all email is time stamped, is also possible to give timed exams.

V. JAVA TECHNOLOGY

When students use Web-4M their computers are actually running Java applets. I mention this because of some of the practical benefits associated with the Java technology. First, students only require an Internet connection and a computer with one of the latest web browsers (typically Microsoft Internet Explorer or Netscape Communicator). There is no other software installation required of the students. This feature should please administrators of distance education programs because there is no software distribution required on system upgrades. Another important feature of the Java technology is that Java runs on the JVM (Java Virtual Machine). As a consequence, Web-4M is platform independent. Currently, Web-4M runs on Windows 95/98/NT, Mac OS, Solaris and Java OS machines. Finally, the rapid growth of Java and its close ties to Internet and web browser technology [2],[3] ensure early adoption of the latest advances. JDH Technologies is already planning to introduce streaming audio and video features in future releases of Web-4M.

VI. SUMMARY

There is still room in asynchronous learning networks for the use of synchronous tools. Web-4M with its common document database (Browseable Document Library) in an excellent example of how these two methodologies can be merged into a single software product. It is now up to educators to experiment with the proper balance of synchronous and asynchronous tools to meet the needs of instructors and students. I have outline here a basic approach for the presentation of material using a hybrid tools set and some techniques I have found useful in instruction with Web-4M. I encourage more educators to use these web-based tools in both distance and traditional classroom environments.

VII. REFERENCES

1. Dietz, Gary, Distance Learning is Not just Videoconferencing, White Pine Software, http://www.wpine.com/products/ClassPoint/cp-whitepaper.
2. Horstmann, Cay S., Core Java, The SunSoft Press A Prentice Hall Title, ISBN 0-13-565755-5, 11-12, 1996.
3. Lemay, Laura, Prekins, Charles L., Teach Yourself Java 1.1 in 21 Days, 2nd Edition, Sams.net Publishing, Indianapolis Indiana, 157-182, 1997.

VIII. BIOGRAPHY

Dr. Robert F. Hodson is an Associate Professor at Christopher Newport University (CNU) and Director of Computer Engineering. He received his Ph.D. in Computer and Information Science from Florida State University in 1989, and his Masters and B.S.E degrees in Computer Engineering from University of Central Florida and the University of Connecticut respectively. At CNU, Dr. Hodson has served as vice-chairman of the On-Line Education Advisory Committee and the Information Technology Advisory Group. For the past year and a half, Dr. Hodson has been consulting for JDH Technologies as Senior Software Scientist. Dr. Hodson's experience in both hardware and software systems design and development include lead roles for the General Electric Company, NASA and Thomas Jefferson National Laboratory.