Issue
27(1)
Learning
in Real Time: Synchronous Teaching and Learning Online.
(2006). Jonathan
Finkelstein. San Francisco:
Jossey-Bass. 176 pp., $27.00. ISBN # 978-0-7879-7921-8.
Review
by: Joyce E. Howland,
Coordinator/Mentor
Empire State
College, Alfred Unit
Alfred State
College Campus (NY)
Jonathan
Finkelstein suggests that advisors and instructors can humanize
their contact with students who are distance learners and help
them better connect to the campus through the use of synchronous
learning environments. The book offers ways to reach students
where they are and methods that can help develop the human interaction
needed to expand student learning and improve retention.
Finkelstein
meant this short book as a guidebook to real-time learning. It
succeeds, providing both an introduction to the subject for the
beginner and resources for individuals with experience in real-time
interactions. The first two chapters explain how real-time learning
can enhance the college experience. Chapter 1 discusses the specific
areas in which synchronous interaction can contribute to learning.
Finkelstein is careful to point out that it is important to be
selective about the use of these tools, choosing them to obtain
specific goals like learning to think on one's feet or improving
pronunciation where textbooks and on-line asynchronous interaction
tend to be less effective. Generally he does not advocate using
these tools for lecture but rather for learning that requires
an active exchange between students and facilitator or among learners.
While some of the objectives he discusses can be met by more traditional
Web courses, he persuasively points out the advantages of real-time
learning. Chapter 2 considers how synchronous teaching can enhance
learning. Here he looks closely at how real-time learning can
improve our practice in undergraduate education using Chickering
and Gamson's (1987) seven principles for good practice (as cited
by Finkelstein, p. 147) as a framework.
The
third chapter offers the basics for the various synchronous learning
technological options; here Finkelstein discusses the uses, advantages,
and challenges of the major systems available including live text
-- such as instant messaging -- live audio, live video, and virtual
whiteboards. Finkelstein presents the characteristics of various
types of synchronous interaction in terms of the number of people
best served, the type of information best exchanged, and the possibilities
and problems of each. This complements the information on technology
in the third chapter. The next section provides useful lists that
detail what is needed for various types of synchronous sessions;
this will be useful for both the beginner and the expert. These
reminders are helpful not only for real-time distance learning
but for any presentation. Those experienced in synchronous learning
will find these lists, plus the references at the end, the most
valuable part of the book. The last chapter presents a variety
of class exercises that have been successfully used in real-time
learning. This is followed by a section on resources including
both Web sites and print sources. Here Finkelstein provides a
short guide to items that should be considered when selecting
the equipment and software necessary for implementing synchronous
learning.
While
the text of this work directly speaks to those teaching on-line
courses, the author uses the preface to point out that these real-time
learning tools may be useful in advising. There is no doubt that
advisors can effectively use the technology Finkelstein discusses
as well as the learning activities suggested. This book is certainly
worth having on your shelf as a reference to real-time or synchronous
learning.
Reference
Chickering,
A., and Gamson,Z. (March, 1987). "Seven Principles for Good Practice
in Undergraduate Educaiton." AAHE Bulletin . Washington
: American Association for
Higher Education.
Listed
resources are member suggested; as such, listings are not
comprehensive in nature. Members are encouraged to suggest
resources they find helpful to their advising practice. Listing
of commercial sites does not imply NACADA endorsement.
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