Synchronous+Communication

Sam Atkins Adam Tsui Laura Condon


 * __Overview__**

Synchronous communication involves communication between parties in 'real time'. According to Hranstinski (2008) "improved technology and bandwith have led to the growing popularity of synchronous e-learning", the University of Adelaide's Centre for Learning and Professional Development (2009) defines sychronous communication as occurring "at the same time between individuals and information is accessed instantly." Frohlich & Daly-Jonest (1994) argue that "informal communication supports a number of different functions: the execution of work-related tasks, co-ordination of group activities, transmission of office culture and social functions such as team building". Other benefits in the use of synchronous communication to learning. These include:
 * The creation of communites of learning, where learners come together to discuss a particular topic and build knowledge
 * Increased attention and motivation, as the learner can receive questions and answers in 'real time'
 * Ease of discussion for a particular topic between learners as questions and answers are delivered in real time
 * It can be used by learners in a remote locations, whilst providing an experience similar to that of a classroom.
 * It provides a support network for learners
 * learners feel like participants rather than isolates

There are also disadvantages to synchonous communication. They include:
 * Discussion of topics thats that are unrelated to the area of learning, as it is viewed as being more 'social'
 * The quality of the content may be compromised, as learners try to relay their information quickly/ before someone else does

There are various technologies that may be used in synchronous communication. These include:
 * Web-conferencing via webcams e.g. Skype
 * Instant messaging e.g. MSN Instant Messaging
 * 'Virtual' Classrooms e.g. Webex's 'Online Classroom'

__**Synchronous Learning Tools**__

As listed above, the tools or technologies used in synchronous communication are primarily web-based and focused on the sharing of information between individuals, or social participants. The tools are useful in facilitating the 3-Types of Communication model (Content-related, Planning of Tasks, and Social Support).
 * __Web-conferencing__ (such as webcams and viedoconferencing) have been in use in organisations since the inception of the internet and are beneficial in that they allow for face-to-face communication between participants. Web-conferencing is an effective way of communication as it is 'more social...by asking and answering questions in real time'. (Hrastinski, S- Educause Quaterly Number 4 2008, p.52). In many cases, this is a substitute for face-to-face meetings when not everyone can physically be in the same place. The value of contact is immesurable, in that it adds a human-value to e-learning and communication within organisations. According to Haythornthwaite's 3-Types of Communication Model, it aids the second type of communication exchange by allowing for the planning of tasks and negotiations.
 * __Instant Messaging__ such as MSN, Facebook Chat etc participants can discuss topics of interest without the pressure of being face-to-face with their peers. Although it does detract somewhat from the human-aspect of e-learning, instant messaging is a key tool as it not only helps people share information in 'real-time', but also promotes 'psychological arousal' (Hrastinski, S p.53). The downside of instant messaging is that people are often distracted by irrelevant topics, meaning that tools such as MSN don't always function effectively as a work-tool, but do add to the social aspect of e-learning in that it is 'more like talking...which makes the receiver more commited and motivated to read and answer the message'. (Hrasinski, S p.54).
 * __'Virtual Classrooms__' such as Second Life mean that participants can communicate through the medium of an online classroom. Not unlike instant messaging, but with an interactive element facilitating synchronous communication. This tool adds a social aspect to e-learning, more so than web-conferencing and messenger in that it simulates social situations and allows users to create their own personas. In doing this, those using virtual classrooms are more likely to communicate openly about the task at hand. A benefit for learners and facilitators alike is that virtual classrooms 'make it possible to monitor the receiver's reaction to the message'. (Hrastinski, S p.54). Virtual classrooms are as close one can get to meeting face-to-face online (except Skype of course).

 //This case study explores the benefits of synchronous communication and its positive impact on a Canadian Aboriginal Community, the technology being implemented is innovative, flexible, user friendly meeting the demands of its learners:// Elluminate //Live!// is a state of the art virtual classroom, both flexible and easy to use. The technology allows for participants to learn via synchronous communication such as live chatting, and sharing applications online to successfully engage its learners whilst aiming to maximise productivity in a particular learning framework.
 * __Describe the use of the particular technology __**

In Alberta, Canada The Sunchild E-learning Community, an organisation than facilitates the learning of Canadian Aboriginals, after developing a tailored online learning tool now structured around the Elluminate Live! technology. This is an important step for the First Nation people of Canada as in past those who come to the city and successfully complete their education has been very low. Martin Sacher, the director of the school goes on to further to explain the impact of Elluminate and how it differs from other forms of synchronous communication tools, “We found that Elluminate seems to be one step ahead of everyone else. When others were only thinking about doing voice over the Internet, they were already doing it”. Traditionally, the First Nation people also have a strong tradition of oral culture, therefore the virtual classrooms facilitates a more effective way of learning for them. The technology is not only state of the art but is easy to use, has clear audio, compatible with both Mac and Windows, accessible, responsive and eliminates the dramas associated with conference calls.
 * __The context of the learners and where learning is situated __**

Sacher explains how the nature of these learners can benefit from such technology, “By going online, these students can remain with their families and children and still complete their education”, emphasising the flexibility nature of synchronous communication. What the Sunchild E-learning Community example of synchronous communication being applied in the workplace does is highlight the benefits of online learning through innovative real time communication tools.  Discussed previously was the concept of First Nation students benefiting from the technology as it gives them a flexible learning pattern that doesn’t take away from their family roles therefore “using synchronous communication particularly for tasks that require negotiation, such as deciding upon group roles, can reduce the time take to complete a task” (Weller, 2002; pp. 84). Other benefits would include: >   One of the most commonly explored barriers of synchronous communication is the immediacy of communication, “Making the communication synchronous means the possibility to reflect and compose thoughtful messages is lost, along with the benefit this brings for many students” (Weller, 2002; pp 85), this also applies to the context of the First Nation students, because as learners who have struggled to learn in a traditional classroom setting, this too can have a negative impact such as the inability to articulate ideas leading to a loss in confidence.
 * __The benefits of the technology in this context __**
 * ====Improved Graduation rates (80%)====
 * The learners are also entitled to their privacy while being able to confide in teachers whilst logged onto the program “Private chat with the teacher is successful with our students because, in general, First Nation students are very shy and hesitate to ask questions in front of the entire class. The audio quality is also important”.
 * Like Elluminate, the nature of flexibility is one of the main benefits of synchronous communication, “synchronous communication can also be very useful when combined with remote control or application sharing software to help to explore issues with computer based resources, especially where some demonstration is needed. Systems such as Microsoft’s NetMeeting combine chat, application sharing, white boarding, video and audio conferencing, and file sharing to allow a great deal of potential flexibility in the approach to synchronous conferencing” (Dron, 2007; pp 204-205).
 *   “The archiving allows students to listen to recordings if they can’t attend the scheduled class, and multiple whiteboards enable us to handle different levels of students at the same time” (Sacher on efficiency).
 * It has unique features that allow instructors to connect on a personal level with students. 
 * <span style="font-size: 12pt; color: windowtext; line-height: 115%; font-family: 'Times New Roman','serif';">The technology goes hand in hand with the purpose of the organisation, that is, to further the education of First Nation Students.
 * __<span style="font-size: 12pt; color: black; line-height: 115%; font-family: 'Times New Roman','serif';">The challenges, disadvantages or any issues of the described technology in the example’s context __**


 * Reference List**
 * 1) <span style="font-family: 'Times New Roman','serif';">Drebot, J., 2006, 'Bridges Across Cultural Divides', University of British Columbia, Canada, pp.7-8.
 * 2) <span style="font-family: 'Times New Roman','serif';">Dron, J. 2007, //Control and Constraint in E-learning: choosing when to choose,// Idea Group Publishing, UK, pp. 190, 204.
 * 3) <span style="font-family: 'Times New Roman','serif';">Elluminate Inc., 2008, //‘An Elluminate Client Case Study’//, Elluminate, Alberta. Viewed 20/03/09, []
 * 4) <span style="font-family: 'Times New Roman','serif';">Online Learning, CLPD, The University of Adelaide, viewed 22 March 2009, []
 * 5) <span style="font-family: 'Times New Roman','serif';">Weller, M. 2002, //Delivering Learning on the Net,// Stylus Publication Inc, USA, pp. 83-85.
 * 6) Frohlich, S.W.D. & Daly-Jonest, O., 1994. Informal workplace communication: What is it like and how might we support it. //HP Report//.
 * 7) <span style="font-size: 12pt; color: windowtext; line-height: 115%; font-family: 'Times New Roman','serif';">Online Learning, CLPD, The University of Adelaide, viewed 22 March 2009, <https://www.adelaide.edu.au/clpd/online/current/synchronous/>.

__**Synchronous communication in context: E-learning in organisations with the use of virtual classrooms.**

Overview:__ Virtual classrooms connect trainers and learners together via the internet, using both audio and visual aides; and are becoming ever-more integral in the operations of both small and large business'. An example of a virtual classroom in organisations today is [|Webex's 'Online Classroom]'.

__The use of 'Online Classroom':__ Webex provides e-learning training solutions to both large and small business', and holds the largest market share programs used by The Elearning Guild members (E-learning Guild, [|2008]) One system that it provides is the 'Online Classroom'. The 'Online Classroom' is purchased online by organisations, who are then able to upload data and undertake training programs live. Sessions can be accessed by employees anywhere, providing they have an internet connection. 'Online Classroom' may be used be organisations undertaking training programs or giving presentations.

'Online Classroom' is a similation of a real classroom, that is, the trainer is able to take attendance, give out quizzes and communicate with learners via audio and multipoint viewer. Learners are also able to 'raise their hand', i.e. ask questions and have them answered whilst online. Trainers and learners can also undertake 'private chat', if they wish to talk privately. Otherwise, the learning is public and learners can collaborate with each other in real time.

__The context of learning and where learning is situated:__ Virtual Classrooms are not a new concept; indeed many schools and universities provide virtual learning experiences for their students. The idea of online, sychronous training is becoming ever more popular in today's organisations also - this is the context in which Webex's 'Online Classroom' is situated. It is geared towards both small and large business', especially those who have employees situated in various areas (for example, companies with Sales Representatives).

Buca Inc. is a premiere restaurant company is the US, with 104 restaurants in 30 states. [|BUCA Inc]. successfully conducted an online training program with Webex, to train their restaurant heads on a new lunch menu rollout. Using 'Online Classroom', they were able to show restaurant managers the menu interectively; demonstrating food preparation and item location.

The 'Online Classroom' can be accessed by employees from any internet connection. As Webex doesn't require any particular software or hardware, any computer may be used. Training sessions can also be scheduled around employees to fit best into their timeframes.

__The benefits of 'Online Classroom' to organisations:__ With the example of BUCA Inc., they were able to save an estimated 75% of time and $30,000 in training-related expenses (BUCA Inc. [|2008]). This was achieved by using the 'Online Classroom', rather than flying head managers to individual stores across the Unites States.
 * Reduced Costs. Businesses are able to reduce costs as the cost of running virtual training programs is most usually significantly less than the cost of travel and accomodation expenses that occur when organisations must gather employees from various locations. The E-Learning Guild ([|2008)] states that "The median costs to acquire, install, and customize a SLS for all industries and organization sizes is $33.65 per learner" and that "The median cost to maintain the SLS is $20.83 per learner." This would be considerably less than flying employees to a meeting and accomodating them.
 * Time-efficiency. With virtual classrooms, training programs can be conducted in whatever timeframe the company wishes and can be tailored to suit the schedules of those involved. This can reduce time-wastage, as employees do not have to take entire days away from regular work in order to attend training sessions. This would be particularly evident with employees who are spread across various states: the business can deliver training programs for a couple of hours over a few weeks rather than taking employees away from their regular duties to fly to headquarters for a weekly seminar.
 * A 'real' experience. With virtual classrooms such as 'Online Classroom', training sessions are given to employees in 'real time'. This allows for business' to take advantage of afforementioned reduced costs and time-efficient delivery whilst retaining the 'classroom' feel; where learners can access information instantly, receive answers to questions instantly and collaborate with other learners via instant chat.
 * Employees are able to access the virtual classroom from remote locations, providing they have access to an internet connection.

__Challenges or disadvantages of using virtual classrooms for corporate training:__
 * Technical difficulties. If there is a problem with internet connection or other resources, program delivery may be delayed. Webex provides technical support and training, but it may still prove to be difficult for some to access its features.
 * Personal touch. Although virtual classrooms provide both audio and visual aides, some employees; especially older employees. may prefer training sessions to be carried out in person. The social aspect may be missed. This could also lead to a reduction in networking between employees.
 * Running costs. Although the costs of running virtual classrooms are most usually less than face to face seminars, businesses who only carry out training sessions annually or less may find that the costs of running virtual software is too great.

__Conclusion:__ The use of synchronous learning via virtual classrooms can be very useful when delivery training programs. This is especially true when a business has employees spread over numorous states. The usefulness of these programs has been documented by BUCA Inc, who successfully used Webex's 'Online Classroom' to train managers on a new menu rollout.

I believe that the benefits of virtual classrooms for organisations far outweighs the disadvantages. Virtual classrooms can be time-efficent and cost effective, whilst still delivering material thoroughly; in an interactive environment.

References:

"BUCA, Inc. uses Webex Training Centre to dramatically improve information delivery processes and standardize quality processes", Webex 2008. Last accessed 23rd March 2009. []

"Online Classroom", Webex 2009. Last accessed 23rd March 2009. []

"Synchronous Learning Systems 2008", The E-Learning Guild Research 2008. Last accessed 20th March 2009. []

__New Communication Technologies__ The role of communication in organizations is paramount, none more so than in hospitals and clinics. While the effectiveness of communication can contribute greatly to cost-cutting and being financially viable, hospitals are, in this case somewhat of an anomaly in that people’s lives are at stake and rely largely on open communication channels. The studies concluded, however that:
 * __Case Study: Synchronous Communication in Hospitals and Improving Clinical Communication__**


 * Individuals responded to these factors by favoring synchronous communications even when they were not necessary or even productive, thus increasing the interruptiveness of the working environment. (http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=79040) It is important, however to question why in fact this is. In my opinion, people favoured the direct nature of synchronous communication, depsite its high failire rate. If successful, there was little time spent waiting for a response, a problem experienced by doctors and nurses in the days when pagers were more common. Although this open more complex communication channels, especially in the event of communication failure, it does allow for people to contact each other quicker.

__Increasing Interruption and Synchronous Communication Example (Mobile Phones)__

What might be achieved by providing staff with mobile phones?
 * The general effect of introducing mobile phones is to make individuals more available. (http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=79040http) What, though, are the implications of this when communication is disrupted or failed? Also, what does this mean for the individual and their role in the (synchronous) communication process?
 * Since failure to reach individuals results in further attempts to make contact, mobile phones would be expected to reduce the call failure rate and thus the overall call traffic for the organization. For the individual caller, it could mean a reduction in the number of outstanding tasks, as call recipients are easier to reach. ( http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=79040) We must bear in mind that despite various attempts at new communication technologies, such as mobile phones, and more recently, blackberries, if someone is unavailable or not responding, then the caller must in any case.

__Challenges to Communication__

Recent research has studied the communication behaviors of clinical hospital workers and observed a tendency for these workers to use communication behaviors that were often inefficient. It is important to ask why this was: Were people resistant to change? Or were they simply not trained in the processes of organisational communication?


 * The human environment into which they are introduced is critical in shaping how their capabilities are actually used. Attitudes of key individuals and organizational norms are among the important factors that shape adoption and use.


 * Workers were observed to favor synchronous forms of communication, such as telephone calls and chance face-to-face meetings with colleagues, even when these channels were not effective. Synchronous communication also contributes to a highly interruptive working environment, increasing the potential for clinical errors to be made.

(http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=79040)

__Meeting the Challenge of Synchronous Communication: Asynchronous Messaging__

There are several technologies that could reduce the interrupt-driven nature of hospital work. Portable telephones could support mobility, and asynchronous communications technologies such as voicemail and e-mail, with acknowledgements, could fulfill the initiator's need for immediate task completion.

What might the provision of asynchronous technologies mean?
 * The technology would permit the message sender to achieve task completion independently of the recipient's location and current activity. The recipient may choose a convenient time to consult and act on his or her messages.


 * For callers, independent completion of communication tasks reduces the number of pending tasks in working memory. For call recipients, the receipt of fewer interruptive calls would be likely to contribute to greater chunks of uninterrupted time and greater ability to rehearse and recall existing outstanding tasks

Since each undone communication task remains an item in prospective memory, it is instead desirable to carry out communication tasks as the need for them occurs. Tasks that do not require immediate acknowledgement or completion lend themselves to asynchronous methods of communication.

When have attempts at synchronous communication have failed? And in which case, what communication strategies are emplyed to combat this? Might callers choose their communication methods on the basis of the demands of the task, and could careful design of the technologies encourage a shift to task-based use of communications?


 * This raises the issue of being multi-faceted in the organisation's communication process: Communicators should not, especially in a clinical environment, stick to one uniform type of communication, but have a contingency-based approach in that when one system fails or is not effective, employ another one to counteract it. In any case, communication systems, like the nature of those using them, should be maleable and qucily adaptable to various situations.

http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=79040

Improving Clinical Communication A View from Psychology Julie Parker, MSc and Enrico Coiera, MB BS, PhD Affiliations of authors: Hewlett-Packard Research Laboratories, Bristol, England (JSP); Faculty of Medicine, University of New South Wales, Sydney, Australia (EC). <span style="font-family: 'Times New Roman','serif';">

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