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Adopting Synchronous Tools in a Virtual Learning Environment

Lee Rogers
University of Maryland
University College
September 19, 2014
OMDE 670-9020
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Adopting Synchronous Tools in a Virtual Learning Environment
Introduction
Distance education (DE) is an important alternative to traditional education. The success
of distance education is the flexibility students have to study anywhere at any time. In addition,
learners have more time to reflect on assignments than students in traditional classrooms, which
has a deeper cognitive effect on learning. Theoretical approaches to learning, such as Moores
theory of independent study and theory of transactional distance, Keegans theoretical
framework for distance education, and Peterss theory of industrialization of teaching, are linked
to basic methods of teaching and provide course designs within distance education (Simonson,
Smaldino, Albright, & Zvacek, 2011). Although the dominant design of distance learning has
been asynchronous communication systems, the caveat of using asynchronous one-way
communication tools is the void of real-time interaction that affects students outcome
(Laurillard, 1993; Moore, 1989; Chiu & Wang, 2011 ), the void of social presence that isolates
learners (Cleveland-Innes & Garrison, 2010), and the void of immediate feedback (Moore &
Kearsley, 2012).
Currently, synchronous two-way communication tools have improved the quality of
student-to-content, student-to-teacher, and student-to-student interaction within a virtual
classroom (Moore & Kearsley, 2012). Although synchronous communication tools are making
great gains in distance education, this progress does not mean that interaction within a virtual
classroom will happen. These tools may be quite complex and require extensive support . . .
their integration into existing courses or other contexts may result in incompatibility with the
teaching and learning activities or strategies already in place (Bullen & Janes, 2007, p. 320).
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Another issue with using synchronous communication tools in distance education is in knowing
which ones to adopt. Unfortunately, the biggest challenge concerns good practices using
synchronous communication tools (Maushak & Ou, 2007). In spite of the fact that there have
been a number of studies on text-based synchronous communication, there has been limited
literature on newer synchronous learning environments.
In this research paper, the author will explore best practices of using synchronous
communication tools such as audio, video, text chat, whiteboards, and breakout rooms through
existing literature and reported case studies. A description of three contexts including Adobe
Connect, Elluminate Live, and VoIPs usability of synchronous communication tools will be the
focus of case studies. The advantages and disadvantages of synchronous communication tools
will be addressed, as well as the challenges of incorporating synchronous communication tools in
a virtual learning environment.
For the purpose of this research paper, the author has structured this project into five
sections: introduction, background, literature review, analysis, and conclusion. In the
background section, the author will create a brief overview of five generational technologies
within distance education. In the literature review, the author will distinguish the differences
between synchronous and asynchronous tools, explore current synchronous tools and
functionalities, examine synchronous communication tools, integrate synchronous technologies
with current technology trends, illustrate best practices of adopting synchronous tools including
advantages and disadvantages, and assess e-learning technologies. In the analysis section, the
author will probe into a modified assessment matrix, compare synchronous tools using a
scorecard, and experiment on various tools. Lastly, in the conclusion, the author will summarize
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the research paper, suggest improvements needed in synchronous tools, explain what is missing
in synchronous communication tools, and explore the future of distance education.

Background Information
Before moving further into this research paper, a clear understanding of distance
education is needed. Defining distance education has been an arduous task over the years.
Although there are various concepts describing distance education, there are also commonalities,
such as geographical and time differences. Moore and Kearsley (2012) described distance
education: Teachers and students are in different places for all or most of the time that they
teach and learn (p. 1).
The beginning of DE started over a hundred years ago during the industrial era of the
20th century with the use of correspondence education (Moore & Kearsley, 2012). The first
generation of technologies used in distance education was cheap and reliable postal technology
to deliver correspondence by using the railway networks in the 1840s. Various vocational
subjects were taught by correspondence instruction.
Until the 1970s, education at a distance had been a one-way communication through
course materials delivered by post or radio, but also broadcast to 150 TV stations across the
country, according to Garrison (2010). Garrison also stated that two-way communication was
known as real-time collaboration in the beginning of the second generation of distance education
between student and teacher. These technologies were used as media and played a major role in
delivering education at a fixed time. The third generation of technologies used was the
integration of various communication technologies such as broadcast radio, television, telephone,
and recorded audio tapes in addition to a library to deliver a total system of distance education to
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students off campus in the 1960s and 70s. The UK Open University was the first total system
approach to delivering distance education and provided the technological and pedagogical
blueprint for future distance educational programs. The fourth generation of technologies used
was teleconferencing, which started in the 1970s and 80s and consisted of audio and video.
These communication tools were used to allow student and teacher to interact in real time, which
was a major leap forward from the previous one-way communication. Finally, the fifth
generation of technologies that are currently being used is the Internet in web-based learning
(Moore & Kearsley, 2012). In the post-industrial era of distance education, the Internet and two-
way technologies have created an evolutionary shift from conventional brick-and-mortar
institutions and industrial distance education to personal and communal virtual environments.
Two-way technologies such as audio-graphics were used to link and send computers based
instructions to not only an individual but also groups in the mid-1980s. The first usage of this
technology was implemented in 1989. Pennsylvania State University began experimenting in
using audio-graphics, and visual images as well as with the audio messages (Moore & Kearsley,
2012, p. 41). Learners and teachers are now able to view content with the addition of video
graphics and sound and interact in real time, all in a virtual classroom.
Siemens and Tittenberger (2009) asserted that in the late 1990s faculty members at
universities depended heavily on web pages to upload course resources and links. However, a
better delivery system began to make huge gains on campuses across the country: the Learning
Management Systems (LMS). This new LMS had more functionality that allowed not only the
delivery of course materials, notes, and resources to be uploaded and retrieved, but also
permitted teacher and student interaction through synchronous tools such as live chats and
discussion forums. Although the characteristics of an LMS are its flexibility, text-based nature,
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and lack of time barriers, the drawbacks to using asynchronous systems are the lack of
immediate feedback, impulsive responses, and perception of isolation. In order to compensate
for these drawbacks within an asynchronous LMS, synchronous tools were added on.
Cleveland-Innes and Garrison (2010) described LMS: A combination of synchronous and
asynchronous communication and information technologies can be used to create communities
of inquiry where participants are independent of campus and actively engaged in deep and
meaningful learning (p. 179). However, because of continuous growth in technologies in
distance education, synchronous communication tools are becoming more independent of
learning management systems and can function as a separate package.
Literature Review
Introduction
Adopting synchronous tools in a virtual learning environment is challenging. Although
much literature on asynchronous systems has inundated the market of distance education, there
has been increased research done in adopting synchronous communication tools and
synchronous learning environments. However, more studies are needed to standardize
guidelines for best practices of using synchronous communication tools. The ultimate goal of
this research is to provide information about best practices on how to increase social interaction,
collaborative learning, and adequate usability of synchronous tools. The objective of this
literature review is to offer information already available in literature on how to best adopt
synchronous communication tools in virtual learning environments. Extensive research on
synchronous communication tools has been retrieved from UMUC library, Science Direct
Database, EDUCAUSE, MERLOT, The Sloan Consortium, and Google Scholar.
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It is essential to understand the differences between synchronous and asynchronous
communication in distance learning, as well as their implications. Cleveland-Innes and Garrison
(2010) asserted that distance education offers a certain level of freedom as opposed to the
constraints traditional institutions entail. The emergence of digital technologies removes many
of those constraints at a period in time when social constructivist pedagogies are gaining favor
among the education community (Cleveland-Innes & Garrison, 2010, p. 110).
Asynchronous systems. All types of learners can retrieve rich content without any time
or place barriers. Asynchronous systems have been discussed and examined extensively in
literature. The dominant mode of learning, asynchronous learning, can be done on an LMS,
which integrates several functions of delivery of content and communication. Without an LMS,
other stand-alone applications can be used for asynchronous communication. Asynchronous was
described by Moore and Kearsley (2012) as not synchronous . . . in other words, not at the same
time and thus communication with a delay that allows participants to respond at a different time
from when the message is sent (p. 310).
Types of asynchronous technologies. Some examples of asynchronous communication
tools are e-mails, message boards, and audio-file technologies that students can access anywhere
anytime. E-mail is a quick, cheap, and easy way to communicate in delayed time with peers and
teachers. Message boards are used as a central place to get information relating to the course via
the Internet, whether it is from teachers or peers, at any given time. Audio files can also be
retrieved either by e-mail or message boards by students and teachers. The benefits of using
asynchronous learning are the convenience of learning on ones own schedule and being able to
access all course materials including text, video, and audio files. Although there are benefits,
there are limitations to using asynchronous systems. The flexibility is there for users to
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participate in assignments and projects at any time, but they lose the social communal interaction
and opportunity to receive instant feedback.
Synchronous systems. Synchronous online delivery enables users to perform
discussions in real time using audio, video, and text-based tools specifically designed for
communication. Pullen and Snow (2007) and Wang and Chen (2012) explained the various
synchronous tools used in virtual learning environments, which are a low-cost alternative to
traditional face-to-face institutions. Wang and Gearhart (2006) described using synchronous
tools as real-time communication for socializing and communication tasks that require
spontaneity and immediate feedback (p. 72).
Types of synchronous technologies. Synchronous communication tools vary from plain
text-based chat tools to fully integrated teleconferencing platforms, which might include audio,
video, and other tools such as whiteboards. It is not uncommon to find asynchronous tools that
include options of synchronous communication (e.g., chat via Google drive). There are benefits
and limitations for using synchronous systems. Learners can have real-time social interaction,
feel no isolation, and have a stronger connection with peers and the instructor. However, finding
the time for all members to meet online is a major challenge. In addition, having enough
bandwidth to conduct online sessions in real time can be problematic. Although the cost of
instant messaging has steadily decreased over the years, the cost of live video chats continues to
need bandwidths requirements from both ends. Bandwidth is typically defined as:
the difference (width) between the highest and lowest frequencies of a transmission
channel. However, also popular (sic) used to mean data transfer rate or channel
capacitythe amount of data that can be sent through a given data transfer channel in a
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certain amount of time, usually measured in bits per second. (Wang & Gearhart, 2006, p.
286)
Comparative review. The characteristics of synchronous and asynchronous platforms
have completely different usage in online learning. Many studies have shown that deep
reflection occurs in asynchronous communication as a result of delayed time responses, self-
paced, and independent learning (Barbour & Reeves, 2009). The nature of the asynchronous
functions within an online course, such as e-mail and the threaded discussion forum, allow
students the necessary think time and provide shy students the opportunity to become involved
in the conversation (Barbour & Reeves, 2009, p. 4). On the other hand, learners who use
synchronous communication have more social interaction, real-time responses, and collaborative
learning (Hrastinski, 2008). Although asynchronous learning has played a crucial role in
distance education, recent developments in technologies have given synchronous platforms a
strategic advantage without the cost and delayed time barriers of asynchronous platforms.
Broadcast. Broadcasting educational programs using technological media has been a
part of distance education since the industrial era. Burge illustrated that any intelligent
application operates to extend effectiveness in communication and everyday tasks (2007, p. 48).
Burge explained educator Tony Dodds experiences with radio learning groups. Dodd realized
early on the extensional value of broadcasting mass adult learning campaigns by putting
teaching into places where the teacher couldnt reach (Burge, 2007, p. 50). The relevance of
old or new technologies used to broadcast educational programs (not asynchronously) has a
direct impact on learning.
Current Synchronous Tools
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There is a plethora of various synchronous tools that assist with real-time knowledge
sharing and promote social interaction in online learning environments. Many of these
synchronous tools and their functionalities are used for learning purposes, both as stand-alone
and in some cases together with asynchronous systems.
Audio-conferencing tools. Moore and Kearsley (2012) defined audio conferencing as a
class in which an instructor and students in different locations use telephones with or without
additional microphones and speakers to communicate in real time (p. 310). The functionality of
audio-conferencing tools uses VoIP (Voice over Internet protocol) such as Skype and Gizmo to
have synchronous communication for free. Additional technologies needed for audio
conferencing are a computer with Internet connectivity, headphones or speakers, and a
microphone. Audio conferencing provides real-time interaction with teachers, students, and
guest speakers in some cases and all in different locations.
Videoconferencing. Videoconferencing tools such as MSN Messenger, Yahoo
Messenger, and Paltalk offer real-time video chat. The functionalities of these tools have similar
features such as instant messaging and are user friendly. Just as the audio-conferencing requires
peripherals to function properly, videoconferencing requires the same: computer with Internet
connectivity, headphones or speakers, and a microphone. In addition, a web camera is required
to participate in the videoconferencing session.





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Figure 1. Snapshot of the author and student in a videoconferencing session.
Chat tools. Other synchronous tools such as chat tools are used as a way to get instant
feedback, interact with classmates on assignments and projects, and help students to practically
apply the knowledge (theories, etc.) they are gaining in their courses (Blackmon, 2012, p. 2).
Some of the chat tools on the market now are Yahoo Chat, Twitter, Skype, and AOL, just to
name a few. The functionality of these chat tools not only can enable live instant-message chats
but also can cross multiple platforms. In addition, instant-chat tools create private chat rooms
and in some cases embed chats onto personalized websites.
Figure 2. Snapshot of video chat.

Whiteboard. Other synchronous tools that are used in online learning are whiteboards.
There are stand-alone whiteboards and whiteboards attached to learning management systems.

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This tool allows multiple users to interact with peers and instructors in real time. The
functionality of whiteboards enables users to access and collaborate simultaneously on paintings
and drawings as well as import graphic files.







Figure 3. Snapshot of the author and a student on a whiteboard tool.
Breakout rooms. A breakout room operates as a stand-alone application or attached
with a Learning Management System. Breakout rooms functionality runs wherever there is
Internet access and in some cases on Java apps. Breakout rooms give the ability to create
multiple rooms for learners to join in separate rooms and collaborate and communicate as a
group or privately.

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Figure 4. Snapshot of Adobe Connect breakout rooms.
In the case of Blackboard, Adobe Connect, and Elluminate, breakout rooms can be
accessed once users are logged in and assigned a breakout room by the host of the event.
Managing breakout rooms as a host can be challenging. Adobe Connect is a robust application
that takes some getting used to. However, there are some technical issues that occur during live
sessions, such as audio feedback that happens when a member fails to push the microphone to
talk, or audio lag, which occurs when wireless devices share the Internets connectivity channel.
Examining Synchronous Communication
The characteristics of synchronous communication and the tools used in virtual learning
environments are based on interaction. Historically, the definition of interaction was thought to
be by two people. However, new technologies have redefined the meaning of interaction.
Gilbert and Moore (1998) defined interactivity in computer-mediated instruction as the
reciprocal exchange between the technology and the learner (Martin, Parker, & Deale, 2012, p.
229). However, Wagner (1994) asserted that an event that takes place between a learner and
learners environment and its purpose is to respond to the learner in a way intended to change his

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or her behavior toward an educational goal (Martin et al., 2012, p. 229). Anderson (2003) and
Murugiah (2005) supported Moores (1993) three interactions mentioned in the introduction
section: student-content, student-teacher, and student-student interaction.
Voice over IP tools. Voice over IP tools such as Skype and Google Talk operate by
allowing free calls over the Internet. This is possible by converting an analog audio signal, such
as the signal from telephones, into a digital signal enabling it to transmit information over the
Internet (Moore & Kearsley, 2012). Moore and Kearsley defined VoIP as a system that refers
to voice, fax, and text messaging delivered via the Internet. Common form for audio used in
Computer/Web conferencing (p. 313). Audio tools that do not use VoIP are iTalk, which is a
recorder application that allow users to send or share audio files. Another audio tool that does
not use VoIP is Audacity, a Podcast which is a sound editor and recorder that is applicable across
multiple platforms. Lastly, Scribblar is a multiuser whiteboard, live audio, image collaboration,
and text chat.
Text chat. Text chat refers to real-time transmission of text over the Internet between
sender and receiver. Text chats are typically short and conducive to fast responses. The most
popular real-time text-chat tools are software applications that are free and compatible with
platforms such as smart phones, tablets, and PCs. Google talk, AOL Instant Messenger, and
Paltalk are various text-chat applications on the market. Research has shown that some chat
tools were used not only for social purposes but also learning purposes with favorable results
against their learning environment counterparts (Calvo, Arbiol, & Iglesias, 2014). Some are
featured with voice and text; others have video, voice, and text with multi-hosting capabilities.
Integrated synchronous communication platforms. Integrating platforms for
synchronous communication that run various synchronous tools is a fundamental part of virtual
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classrooms. Web-conferencing tools such as Adobe Connect, Elluminate, Moodle, and a litany
of other collaborative tools that run on multiple platforms are being used as alternatives from the
restrictive nature of learning management systems. However, one of the major issues with
integrating synchronous communication tools in the context of teaching and learning is
compatibility. One educator warned of the constraints and limitations using web-conferencing
tools such as Elluminate Live because it goes against the anytime-anywhere nature of
asynchronous learning. When you introduce Elluminate Live, youre staying with the anyplace
to a large extent, because anybody can download this stuff, but youre taking away the anytime
(Bullen & Janes, 2007, p. 323). In addition, teachers who multitask during sessions had to focus
their attention between the student list, plus, the typed-up notes they send not only to me but to
each other, plus the whiteboard (Bullen & Janes, 2007, p. 324). Making a smooth transition to
adopting and managing these synchronous communication tools may involve not only the
adoption of new tools, but also new beliefs, roles, practices, and new ways of behaving,
communicating, collaborating, and of managing time (Bullen & Janes, 2007, p. 329).
Adobe Connect. Adobe Connect, a web-conferencing tool, was rebranded in 2010 from
Multimedia Breeze. It has evolved several times from the Adobe Acrobat family. It started out
as a product named Presidia. After that, it became Adobe Presenter. Macromedia (known as
Breeze) bought the company in 2006. Through the process, each company added features to the
Adobe Connect system. Currently, the features within Adobe Connect are:
Adobe Connect uses only a Web browser and Adobe Flash Player - no software to
download or install! Enables faculty to create virtual classrooms and record sessions for
future viewing. Provides faculty and staff with a way to collaborate with individuals
from around the world. Enables colleges to host interactive information sessions with
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prospective students. Instead of traveling to a meeting, lecture, or presentation, you can
attend a Web conference. (Information Technology Services, 2014, para. 4)
When learners arrive at Adobe Connects website, they will encounter the user interface
displayed in Figure 1. During the session, the teacher and student have access to synchronous
communication tools. However, only the teacher has administrative editing powers to control
the layout of the classrooms, breakout rooms, and recordings and a list of others to ensure a
smooth operation of the class session. The screenshot below shows the interface of Adobe
Connect.

Figure 5. Snapshot of the author on an Adobe Connect interface.
Drop-down menus for designing your classroom
Page layouts
Instant Chat
Number
of
students
and
teacher
attending
the
lesson

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Elluminate. Elluminate Live is a web-conferencing tool that was originally developed as
a program for educational institutions and businesses online to rent out virtual rooms for
meetings and classes. Now it has evolved into a more highly complex web-conferencing
software. The features included in Elluminate consist of:
Whiteboard - no math clip art
Direct Messaging
Closed Captioning
Graphing Calculator
Polling, Hand Raising, Stepped Out, etc.
Voice over IP including multiple talkers
Application Sharing
Recording
User Profiles
Breakout Rooms
Video
Web Tours
Multimedia
Quiz Manager
File Transfer. (Elluminate, 2006).
In order to access Elluminate Live, users are required to have Sun Microsystems Java SE
installed on their computers (Obaa, Eludire, & Ajao, 2013). This system requirement is
compatible with all computers and will allow users to gain access to Elluminate Live provided
they have cable/DSL or higher and dial-up of a 28.8 to 56 Kbps range. Wi-Fi is ideal for live
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sessions because of greater Internet speed. The Windows 2000 operating system is no longer
compatible with Elluminate/Collaborate. Once students have the minimum computer and
Internet specifications to run Elluminate Live, learners can join the session. In order to log in to
Elluminate Live, learners will have to go to Blackboards user interface, because Elluminate was
acquired by Blackboard, along with a list of other companies from 2008 to 2011. Elluminates
limitations are that:
it lacks non-recurrent feature (which is inconvenient for in-service learners), sometimes it
is difficult to negotiate the lecture time between the lecturer and students, especially
when it is one-to-multi points and involving time difference when one party is in another
country. (Obasa et al., 2013, p. 8)
Best Practices of Adopting Synchronous Communication Tools
When adopting synchronous tools for collaborative activities, interaction, and knowledge
sharing, it is challenging pedagogically to elicit an even contribution of participation when using
synchronous communication tools. In addition, adopting synchronous tools also requires the
willingness of educators to use technological media for online learning. There have been
countless studies that show teachers who are less enthusiastic and more resistant to implementing
new technologies in their teachings. Martin, Parker, and Oyarzun (2013) asserted that teachers
who adopt technologies and are less tech-savvy often lack self-confidence, technological support,
the belief that tools contribute to educational gains, financial support, and proper infrastructure,
in addition to the time needed to learn tools for online classes. For technology adoption to be
successful, instructors must be willing to change their role in the classroom from being a teacher
to a facilitator and students must take responsibility for their learning (Martin et al., 2013, p.
125).
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User-friendly technologies that engage students and promote learning are one of the
driving forces to a flourishing class (Chen, Lambert, & Guidry, 2009). Another driving force is
the perception that tools will be easy to use. If educators feel that adopting and learning online
tools will not lead to failure and are in fact easy and fun, then resistance to implementing new
technologies will not exist. Pedagogically, the classroom dynamics must be conducive to
constructivist and autonomous learning for students to achieve the optimal learning outcome.
Best practices. There are many theories, various principles, and a substantial body of
literature on how to conduct a virtual classroom. However, there has been as yet limited
systematic examination of best practices of synchronous tools within an online environment.
Beaudoin (2007) noted how little research really exists in distance education and what does
exist may be methodologically suspect (p. 332).
Martin et al. (2012) created a six-step guideline for best practices in an online
synchronous classroom. These guidelines reflect not only the synchronous tools but also
elements such as collaborative activities, promoting interaction, and sharing knowledge with
peers, which will ultimately allow a synchronous learning environment to operate smoothly.
First, before the virtual session begins, the instructor should:
1. send learners reminders to run Wizard firmware before class starts;
2. provide direct links for all learners to see if there are any technical issues with
connecting to the virtual classroom;
3. give alternative contact numbers in case there is audio trouble or learners are not
using home computers; and
4. the previous steps will ensure speedy connectivity for student and teacher and less
time on technical problems (Martin et al., 2012).
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The second step to best practices in a synchronous classroom is introduction:
The instructor of the course must introduce his or herself. Hofmann (2010) added that the
instructor should introduce everyone involved (instructors, producers, faculty members, etc.)
because this puts a face to the name, and provides an image for participants when trying to
visualize the speaker (p. 11).
Use a live video feed instead of a picture with audio. Hofmann (2010) suggested looking
directly in the web-camera and to avoid wearing clothes that clash such as pastel and
complex visual patterns so the teacher appears professional in the virtual world in front of
his or her students.
Virtual classroom etiquettes regarding asking questions, answering questions, and raising
hands during in-class sessions must be addressed.
The third step to best practices is limiting access/guess access:
Give access to students in the virtual program.
Learners prefer the option to either use audio to chat with classmates in real-time or
disable chat.
Allow guest speakers in the virtual classroom by enabling the guest function you would
like to invite.
The fourth step to best practices is synchronous tool features:
Text chat is crucial in VC to promote learner-learner and learner-instructor interactions.
These strategies target both social and content knowledge.
Learners who use text chat get immediate feedback for knowledge check which requires
learner-instructor interactions.
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Web cameras are vital synchronous tools in a VC because they provide a visual presence
for both teacher and student.
Presenter control is a feature that allows learners to use their desktop to share and present
knowledge learned in real-time. This feature reinforces knowledge learned by students
and offers a certain level of autonomy to students for their completed work in order to
present it in class.
PowerPoint presentations through e-board or content window are other synchronous tools
used by instructors to share instructional flow and guidance for learners in real-time.
Weblink sharing is another way to pass on knowledge to learners. Students are able to
convert PowerPoint slides into images for Wimba, which is a platform for conducting
live classroom sessions. Learners are able to type-in links into the chat area or share their
sites through web sharing functions.
A breakout room is another feature within the synchronous system that allows small
group discussions in real-time that are coordinated by teachers. This strategy promotes
learner-learner and learner-content interactions.
The fifth step to best practice is how to avoid audio and video delays:
Always use an Ethernet (network) cable for strong connectivity.
Wireless connections cause periodic disruptions in the wireless network connection,
which cause audio delays and in some cases audio disconnections.
Network statistics should be available for teachers to show real-time student data in
order to assist any students who have technical issues and to guide them back on track in
class.
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If students have technical problems with audio, teachers are to start class as usual and
recommend to that particular student to download the lesson of the day from the archives.
Almost always, the best way to rectify any audio issues is to simple reboot the computer.
Advantages and disadvantages of using synchronous communication tools. The
advantages of using synchronous communication tools in online learning were mentioned in
previous sections; knowledge building in real-time, social interaction, and instant feedback. In
addition, synchronous tools have the capability to reach a large number of students (100 or more
according to some manufacturers) through application software located on their personal
computer or where ever they have access to the Internet. These software tools such as video,
audio, voice, and instant text can be accessed and allow full interaction with classmates who are
located in different time zones nationally or globally. Schullo et al. (2005) described Collis
(1996) outline of the benefits of using synchronous communication tools in an instructional
context that consists of four elements:
Synchronous systems that motivate various learner types equally
Real-time interaction via Telepresence that promote social constructivism and
community
Synchronous systems that offers shared support, quick and timely responses, and group
tasks that promote decision-making.
Synchronous event systems that promote time management for good study habits in
learning to help students organize their lessons (Schullo et al., 2005).
The most noticeable disadvantage of synchronous tools is that the very nature of it
requires real-time participation as mentioned above in previous sections. The limitations of
using synchronous tools are in some cases cost and sufficient bandwidth to function smoothly.
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Other disadvantages, according to Park and Bong (2007), citing the work of Hesse, Garsoffky,
and Hron (1997), are lack of social awareness, insufficient group coordination, and deficient
coherence of contributions. Ultimately, synchronous communication tools should be learned and
used as a supplemental element in order to not take away from the actual learning.
Assessing E-learning Technologies
Assessing synchronous technologies used in online classrooms is an essential part of the
continuous growth of distance education. In order to assess e-learning technologies, it must be
divided into two categories: e-learning tools and e-learning systems (Simic, Vojinovi, &
Milentijevi 2011). The e-learning tools that assist with the learning process of students in online
lessons consists of various software such as hypertext, tutorials, video lessons, simulators, drills,
educational games, slide presentations, electronic tests, chat, forum, wiki, blogs, e-mail, instant
messaging etc (Simic et al., 2011). E-learning systems use one platform with integrated and
interconnected different e-learning tools to deliver online learning (Simic et al., 2011, p. 127).
In addition, assessing students performances can now be measured which benefits both teacher
and student. E-learning also has measurable assessments which can be created so the both the
instructors and students will know what the students have learned, when they've completed
courses, and how they have performed (Mayhoub & Ahmad, 2013, p. 355).
Assessment models. Assessing online tools to adopt in online classes requires a set of
criteria. Evaluating online tools and trends can be conducted by using various well-known
criteria such as ISO 9126 Software Quality of Characteristics standard or ISO 25,000 Software
product Quality Requirements and Evaluation (Simic et al., 2011). For the purpose of this
research paper, the author will use two modified assessment models by Baumgartner (1997) and
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Nesbit, Belfer, and Leacock (2007) to evaluate the usability and pedagogical approaches of
synchronous communication tools on the first experiment done in the first case study.
Scorecards methodology for assessing technology. A scorecard represents a
descriptive translation of various useful e-learning tools and their characteristics for management,
educators, or any other stakeholders who have interests in adopting and implementing online
learning hardware or software into organizations, institutions, and schools. By having a
scorecard, the benefits organizations have could give them a competitive edge. In the case of
distance education, accessing the strengths and weaknesses of tools and knowing their
functionalities and performance levels ultimately represents a good product for the user. The
criteria used to assess synchronous technologies will focus in on several dimensions, which
consist of criteria, features, and functionalities of synchronous communication tools illustrated in
Figure 15.
Analysis
In this section the author will provide a review of case studies, e-learning tools, an
assessment of synchronous tools, and field experimentation on synchronous tools, as well as an
analysis of the major issues plaguing online learning. The review will also provide information
on guidelines on how teachers and learners interact in this environment to support this research
paper.
A Systematic Literature Review on Synchronous Communication Tools and Best Practice
to Enhance the Learning Experience
Three case studies in this section will illustrate certain strengths and issues with using
synchronous tools within a virtual environment and provide recommendations in order to have a
more effective delivery methodology of educational materials.
25

Cases using synchronous communication tools.
Adobe Connect case study. This study took place in Japan at a medium-sized company
that operates an after-school program. The author focused in on their core educational program
and the usability of synchronous tools within their web-conferencing system, Adobe Connect.
The students enrolled in the online classes are Japanese high school students. Some students are
returnees who have spent time abroad and others are regular students who have never traveled
outside their country. The commonality they all have is that the online program they are
currently enrolled in will better their chances of entering an American university. Below is a
screenshot of a live TOEFL Speaking lesson conducted by a fellow instructor. For privacy
purposes, members faces have been covered.
Figure 6. Snapshot of Adobe Connect class session.
Method. Adobe Connect was used in this study to support the use of synchronous
communication tools. The author had fellow instructors paint a mental image of their classroom
environment with the students by answering open-ended questions and providing a list of
synchronous tools and social issues that commonly occur during class sessions. During the

Instructor
26

interviews, the author encouraged teachers to speak freely about the issues that occur before,
during, and after the lesson.
Problems. The issues listed below were from a number of different instructors within a
three-month period. The responses below were from survey questions about teacher usability
and students experiences with synchronous tools. The survey was directed to the instructors
who taught TOEFL via Adobe Connect.
1. Poor Internet connectivity
2. Audio cut out
3. Webcam freezes
4. Microphone has feedback loop
5. Students lack of computer knowledge (cant turn off Japanese font, cant open
up Chrome)
6. Writing slides dont provide quality samples to writing that students can
replicate
7. Students not reviewing or previewing (simply reacting to what is presented to
them in class and not building from the last lesson); lack of retention
8. Students are unaware of the importance of eye contact while on camera
9. Students panic about their learning pace which in turn slows them down
10. They dont follow instructions properly
11. Dependence on vocabulary
12. They dont know the difference between listening and hearing
13. They think there is a right answer to things like their own opinion
14. Students placed in the wrong level
27

15. Students fail to do homework or review lessons
16. The school system isolates grammar rather than integrating it
Results. The data collected over a period of three months shows the practice of how
teachers conduct lessons using synchronous tools. The survey methods used on teachers
produced interesting results. The authors interviews were administered by e-mail and face-to-
face. In terms of pedagogical methods, teachers seem to have difficulties equalizing full
participation from learners. Lack of participation stemmed from cultural shyness due to a lack of
technological abilities among students. In addition, student engagement could have been met if
learners had basic technical knowledge at the beginning of the course with which to navigate
issues accompanying the use of synchronous communication tools.
Recommendations. Internet connectivity is probably the most important element to have
when taking online classes. Before students enroll, a system requirement check is necessary.
Many of the issues previously mentioned could be avoided. The synchronous tools such as
webcam, audio and microphone used in Adobe Connect are clearly visible for students to see.
This calls into question why students are having trouble interacting. The research revealed that
some of the issues that arise are not technical in nature but cultural. Japanese students who are
out of their comfort zone tend to be introverted, less motivated, and apprehensive about
interacting with classmates. Obviously there are a number of other factors involved such as
students who are placed in the wrong academic level and do not perform well or students who
are in the right level but are not challenged enough due to the presence of weaker students.
Elluminate Live case study. Five case studies were conducted at a large metropolitan
research institute by educators at the University of South Florida. For the purpose of this
research paper, only one of the case studies will be examined. This study investigates the
28

pedagogical approach to teaching with Elluminate Live and how teachers, students, and support
teams navigate through the web-conferencing system using various two-way communication
tools. A number of different theological frameworks such as transactional distance and social
learning, theories of interaction, academic interaction, collaborative interaction, and
interpersonal interaction have been added to look at the different aspects of course (Schullo et al.,
2005).


29




Figure 7. Snapshot from Wikieducator.org Elluminate Live
Data collected. The data that was collected from two surveys given during the middle
part and the final part of the semester to measure the usability of synchronous tools showed
strength and weaknesses. The first survey given to students measured and illustrated a baseline
of technological skills and demographics. The second survey provided insight on students
perception on the usability of synchronous tools throughout the semester. Teachers and faculty
members took surveys at the end of the semester that measured how they made use of the
synchronous environment. Interviews were also conducted in this study. Teachers and faculty
members were given questions that centered on the advantages, challenges, and implementation
of synchronous tools concerns.
One of the teachers in this study is a veteran teacher with 14 years experience teaching
and 10 years through distance education. Before this study was conducted, the teacher ran her
regular classes with WebCT, an asynchronous system, with no previous experience using
synchronous communication tools. Although the teacher had no experience with using
30

synchronous tools in her class, she was very much open to the idea of implementing these tools
at the beginning of the course.
Results. The results of this study were analyzed in a qualitative format. However, the
author will mostly provide the results quantitatively. The student surveys in the study supported
the results of the observation conducted in the first case study. The students were asked if they
were aware of the requirements of using synchronous software for online classes, and eight out
of 11 students had no knowledge of the requirements. Other questions were asked to students
about any objections they might have against taking online classes. Nine out of 11 students
responded that they would not have taken the class unless offered online. The other two students
did not mind if the class was offered face-to-face. The studys strength consists of:
1. clear learning objectives;
2. an effective and positive learning environment was promoted by students actively
engaged in the activities;
3. a good rapport was developed among all involved in the session;
4. sufficient wait time was provided for students to try the tools and to respond to questions;
5. the instructor answered all questions promptly and effectively;
6. students could participate by raising their hand to ask questions at any time; and
7. the content presented was very appropriate for the venue (Schullo et al., 2005).
The studys weaknesses were minor as a result of successful observation session.
Internet connectivity was an issue in the study. All students did not have the same high-speed
bandwidths. Although the students enrolled were demographically varied, access to high-speed
Internet was not equalized. Lastly, minor technical issues with the tools occurred. Although the
instructor was fairly comfortable using various synchronous tools, she was not familiar with one
31

or two tools. In addition, community building was not included in the system. One will be
implemented in more than one class in the near future.
Recommendation. Reaching virtual classroom objectives is the main goal for teachers
and faculty members. Preparing students and teachers on the requirements and usability of
synchronous tools before the start of the course is paramount for a smooth transition. The study
has succeeded in addressing all questions asked in the case study. These questions create a
foundation for the learner to do well in their educational journey.
VoI P tools case study. This study was conducted at Griffith University in Australia at
the School of Languages and Linguistics. Thirty-three Chinese students from a Chinese/English
online interpreting class participated in the study. This study examines the qualities that
collaborative learning provides when Voice over Internet Protocol (VoIP) that includes video-
based, audio-based, and text-based tools that allow for interaction in a synchronous learning
environment online. Voice over Internet Protocol (VoIP) delivers voice and media
communication over the Internet. The system requirement for VoIP depends on the protocol or
layers: the data link layer and the physical layer.
Data collected. Two surveys were given to students to measure their competency and
experience with online classes. The first survey compiled useful data on the students
understanding of how online classes run and their confidence level in joining a class. The
second survey focused on students collaborative learning experience. There two scales used in
the survey:
include major indicators of collaborative learning, such as constructing learning context
and community, interacting, and collaborating with others. Second, instead of examining
learning activities, the survey asks the participants to rate the degree of collaborative
32

learning supported by the five essential tools . . . the interactive whiteboard, the text chat,
group cyber classrooms, the audio, and the video. (Wang & Chen, 2012, p. 316)
The second survey also had questions that were categorized into two parts: the
collaborative learning scale and open-ended questions.
Result. The results from the survey showed that the synchronous tools used in the
study interactive whiteboard, text chat, audio, video, and cyber classroomswere favored by
the students. In addition, there were no preferences to a particular communication tool.
However, in the ranking order of the study from the highest score to the lowest, the students
chose cyber classrooms, whiteboard, audio, text chat, and video respectively. Some of the
comments from the students who participated in the study were: I felt comfortable participating
in class activities with this tool or This tool enables me to form a sense of online community
(Wang & Chen, 2012, p. 318).
Recommendation. Recommendations for future research on synchronous tools will have
pedagogical implications for collaborative tasks. The interactive whiteboard, which is designed
for collaborative tasks in the virtual classroom, would benefit more if it had various scenarios
embedded into the system such as the learning tasks can require the learner to carry out brain
storming on certain topics or play language games (e.g. jigsaw puzzles, naughts and crosses)
using the drawing, joint editing, color schemes for highlighting and the Pointer functions (Wang
& Chen, 2012, p. 318).
The text chat should be used in a supplementary capacity with other tools such as visual
and oral interaction tools and not as the dominant tool. Issues such as excessive chatting not
related to the tasks and plagiarism should not go unnoticed. A recommendation for excessive
33

chatting is to limit the amount of chatting to specific technical issues and a recommendation for
plagiarism in text chat is to turn off the copy-and-paste function.
Group cyber classrooms are great interactive tools. In-class task assignments can be done
collaboratively in the class or outside of class. In the study, the cyber classroom was only
utilized three times, as a result of a large class size. Recommendation for future cyber
classrooms is to have smaller class size and to have more outside group collaboration. In
addition, a recording feature would benefit all members including teachers for assessments and
grading.
Audio should be the central interactive tool in future virtual classrooms. Although
students had different Internet connectivity speeds, audio issues were almost nonexistent. The
issue regarding non-interaction by students because of shyness resulted in the overuse of audio
time by the teacher. A recommendation for future audio design is to implement tasks that
engage and illicit regular responses from students and less responses from the teacher.
The final synchronous communication tool is the video. The video is an all-purpose tool
that is easy to use, hear, and see. Visual cues that are missing in asynchronous systems are
needed in virtual classes to assist in the learning process. One of the obvious issues with video is
the required file size needed over the Internet in order to view quality images. Another issue
with video is the proper usage of this technology by teacher and student. Future video designers
would implement task-based objectives to help students with learning a language through various
role-playing videos. Students would have to perform communication tasks such as facial
expressions, gestures, and intonations.
Table 1 is a visual representation of the different delivery systems: Adobe Connect,
Elluminate Live, and VoIP tools and their characteristics.
34

Table 1
Adobe Connect, Elluminate Live, and VoIP Deliver System Graph
Factors Adobe Connect Elluminate Live VoIP
Mode of delivery Synchronous modes Synchronous mode Synchronous
mode
Flexibility Access to material is
scheduled from anywhere
there is connectivity
Scheduled access to
material from any
location
Teaching material
can be accessed
anywhere
Reflective time Instant response Instant response
needed in
synchronous delivery
mode
Spontaneous
responses in real-
time delivery
mode
Bandwidth and
Cost
Large bandwidth is
required and costly
More bandwidth is
required because of
graphics which
increases costs
Large bandwidth
required which is
costly
Usage and
application
Course delivery Higher learning
course, group projects
Course delivery
Advantage Live video and voice High resolution for
live sessions
Live interaction on
desktop
Disadvantage Bandwidth and cost
implementation issues
Quality is connected
to cost of bandwidth
Cost and
bandwidth
problems

Note. Obasa, Eludire, & Ajao, 2013.

35

Assessment frameworks. An assessment is defined as a way of measuring,
documenting, and interpreting behaviors that demonstrate learning (Simonson, Smaldino,
Albright, & Zvacek, 2011). The author will explore assessment framework matrixes modified
from Baumgartner (1997), Wagner, Hassanein, and Head (2008), and Nesbit et al. (2007) as a
guide to assess synchronous tools and manage distance learning courses. Baumgartners
assessment framework, methods, and practices of software evaluation became the standard in
order to address the theoretical and methodological issues related to evaluating software by using
numerically weighted lists of criteria in 1996. Wagner et al. created an assessment framework
that looks at the responsibility matrix that illustrates the responsibilities and needs of
stakeholders. And finally, Nesbit et al. created the LORI (Learning Object Review Instrument)
evaluation framework. In Baumgartners (1997) evaluation study, he illustrated Scrivens (1991)
symbols in Figure 13 to govern the weight of the criterion that will be used in this paper.
Table 2
Rating for Evaluation
.



In addition to the evaluation matrix shown in Table 2, Table 3 shows the criteria of LORI
evaluation methodology. These items are part of a general heuristic approach to the various
dimensional layers that translates the evaluation in a usable way to decipher strengths and
weaknesses of software used in an online learning environment. A modified version of LORI
1.4 and Krauss and Ally (2005) evaluation methodology will be displayed on a grid in Table 4.
Description type Numerical criterion
High 5
Very Valuable 4
Valuable 3
Marginally Valuable 2
Low 1
36

The description below of the items reflects usability and pedagogy criteria of existing
synchronous toolswhiteboard, text chat, audio, video, and session recordingall of which are
used in this research paper.
Table 3
Evaluation Methodology Created by LORI





Scorecard Presentation
A scorecard presentation is an evaluation of e-learning tools which gives a visual
representation on how they perform. The selection process of adopting synchronous tools in a
virtual learning environment must go through a set of criteria in order to assist educators,
designers, and other stakeholders involved to make an informed decision on whether to
implement or not to implement into an online course. The decision to implement synchronous
tools is based on the need of institutions.
Presentation of scorecard to compare synchronous tools. A review of the existing
tools for synchronous communication online and how applicable they are in online education,
with considerations of cost, scalability, and reliability is presented. In addition, two evaluation
processes created by Baumgartner (1997) and Nesbit et al. (2007) will be addressed, focusing on
usability and pedagogical approaches of synchronous tools.
1. Content Quality: Veracity, accuracy, balanced presentation of ideas, and appropriate level of detail
2. Learning Goal Alignment: Alignment among learning goals, activities, assessments, and learner characteristics
3. Feedback and Adaptation: Adaptive content or feedback driven by differential learner input or learner modeling
4. Motivation: Ability to motivate and interest an identified population of learners
5. Presentation Design: Design of visual and auditory information for enhanced learning and efficient mental processing
6. Interaction Usability: Ease of navigation, predictability of the user interface, and quality of the interface help features
7. Reusability: Ability to use in varying learning contexts and with learners from differing backgrounds
8. Value in accompanying instructor guide: Ability of resource to enhance instructional methodology.



37

Cost and scalability. When considering a synchronous delivery system, cost is almost
always one of the main issues. Rumble stated that for most people working within
organizations, the natural framework is set within the boundaries of the institutions budget
(2005, p. 4). Stakeholders have a vested interest in the instructional design project. They are
responsible for the success of the instructional design and how well it contributes to the
institution. Pullen and Snow (2007) explained that the scale and cost of educational online
programs varies:
Many educational programs provide such services, ranging in scope from simple course
webpages to fully developed degree programs, at the graduate as well as undergraduate
level. Synchronous Internet delivery is less common and also offers great promise, as
described by Wilson (2003). (p. 139)
In many cases, free synchronous tools such as Voice over Internet Protocol (VoIP) are being
implemented in online programs and are showing favorable gains to the educational outcome of
learners. Given that the number of people using free VoIP programs, such as Skype or
Google Talk, is rapidly growing (Sat & Wah, 2009), these tools can be expected to continue
being adopted for educational purposes, both in institutional and private contexts (Kozar, 2012,
p. 2).
Reliability. In order to have reliability in the usage of synchronous tools, the author will
perform a multimedia evaluation using two different processes created by Baumgartner (1997)
and Nesbit et al. (2007). Using Wang and Chens 2012 case study, this evaluation will also
focus on usability and pedagogy approaches of the following synchronous tools: (a) White Board,
(b) text chat, (c) audio, (d) video, and (e) session recordings.

38

Table 4
Overview of Krauss and Ally (2005) Modified Version of LORI 1.4
Usability &
Pedagogy
Criteria
Description White
Board
Text
Chat
Audio Video Session
Recording
Consistency of
instructions
Reeves and
Harmon (1994) and
Baumgartner and
Payr (1997)
4 4 4 3 5
Guidance and
support
Online help for
system request with
specific info.
Oppermann (2002)
5 5 4 4 5
Promotion of
interaction
between learners
Cooperative
learning among
users that consist of
working together
on a shared goal.
Reeves & Harmon
(1994)
3 3 3 3 3
Content Veracity, accuracy,
balanced
presentation of
ideas, and
appropriate level of
detail. Strauss and
Ally (2005)
5 4 3 4 5
Accommodation Caters to a number
of different
learning styles.
Reeves and
Harmon (1994)
4 4 3 4 5
Feedback and
adaptation
Adaptive content
and timely,
perceptible, and
nonintrusive
feedback regarding
5 5 5 5 5
39





Usability and pedagogy criteria of synchronous tools.
White Board. White Board is part of the visual aid to engage students during the lesson.
The usability of White Board depends on the specifications of the users. Although this tool
enables teachers and learners to create basic and complex ideas on a virtual whiteboard, new
users may find it challenging and would take a number of times to become fully comfortable and
skillful at using this tool.
Text chat. Research shows that text-chat synchronous technology increases learning
online. Text-chat tools such as Google or Skype pedagogically offer instant communication and
quick feedback without being tethered to a leaning environment. Calvo et al. (2014) illustrated
the accessibility that commercial text chat has with online learning. Thanks to advances in
technology during the last decade, Chats have been improved from the point of view of their
designs, features and social acceptance (Calvo et al., 2014, p. 253). Although this is a great
communication tool, one of the major problems with using text chat is encountering someone
who is not good at typing. Slow typing takes away from and disrupts the excitement evolved
with interacting in real-time.
Audio. Bates (2011) illustrated that the pedagogical roles for audio are unappreciated
media. Learners can process visual information deeper by listening to audio instructions to
the users input.
Oppermann (2002)
Overall 26 25 22 23 28
40

guide them through the material. One example Bates makes is Khans academy. Some of the
courses that Khans academy teaches are algebra, biology, art history, and intro to programming.
Audio is used to talk the students through the material and the best thing about it is the audio can
be played repeatedly until comprehension is reached. The downside of using audio are: the
hearing impaired would find it challenging to listen to, additional work load for teachers
increases, need additional text and graphic media to go along with the audio which adds another
unwanted elaborate layer to the lesson plan, teachers need to be slightly tech savvy in order to
function proficiently, and finally spoken words sometimes does not match text on audio lessons
which can cause confusion for learners.
Video. The pedagogical role of video enables students to recognize, analyze, and
demonstrate the process of decision making by watching comprehensive visual moving images.
Video, unlike its audio counterpart, uses much more bandwidth and is more expensive. Bates
(2011) suggested that possible reasons why video is underused stems from text being the
preferred educational choice for abstraction, general principles, and meta-knowledge (Bates,
2011, para. 2). However, just as audio has played a crucial role in distance education, video
should also be part of the core program.







41

Figure 8. Snapshot of a video session.

Session recordings. Session-recording software such as Adobe Captivate, Camtasia,
Adobe Audition, and other recording tools offers yet another dimensional level to online learning.
Many of these tools functionalities provide both audio and video recordings. Instructors
lectures can be recorded and uploaded for students to retrieve and view later.
Experimentation
Merriam-Webster defines an experiment as a scientific test in which you perform a
series of actions and carefully observe their effects in order to learn about something
(Experimentation, n.d.). The experiment performed in the first case study with Adobe Connect
was extremely informative. Although the study was based on a small number of participants,
many of the teachers were very helpful with allowing the author to conduct experiments and
observe their classes during regular office hours. Observing the teachers and students during live
session provided realistic conditions such as technical issues with synchronous tools or
pedagogical issues with teachers not able to use technology effectively to engage or motivate
students. All of the data used in this experiment and case study two and three will add value to
this research paper.
Field testing synchronous communication tools. This modified field test in the first
case study of synchronous communication toolsWhite Board, text chat, audio, video, and
session recordingwill show the usability and pedagogical approach in a virtual classroom.
Final Scorecard
The results of the final scorecard for each of the synchronous communication tools in the
first case study presented in Figure 15 are as follows: For usability and pedagogy, the whiteboard
scored a total of 26 points. Text chat scored a total of 25 points, almost the same as the
42

whiteboard, with a minor difference. Audio scored a total of 22 points, video with 23 points, and
session recordings with the top score of 28 points.
Conclusion of Scorecard
The final scores gathered from the scorecard showed that students preferences still
gravitated toward using synchronous tools, as illustrated in Figure 15. This is also true for case
studies two and three as well. The value of this assessment provides stakeholdersteachers,
faculty, administrators, designers, upper management, and parentswith tangible data on the
strengths and weaknesses of certain synchronous communication tools. Stakeholders can have a
discussion on how to avoid technical issues when adopting these tools for virtual learning
environments as a guideline.
Conclusion
The purpose of this research paper was to investigate best practices in adopting
synchronous communication tools. In this paper the author has illuminated the different types of
delivery modes (asynchronous and synchronous), illustrated the characteristics of
communication tools (delayed access or real-time), provided case studies on three synchronous
e-learning systems, (Adobe Connect, Elluminate Live, and VoIP), showed advantages and
disadvantages of using synchronous communication tools, conducted a comparative assessment
of e-learning tools with a scorecard, and finally provided recommendations on tools analyzed in
the case studies with suggested modifications. This research has shown for the most part that
users are satisfied with the usability of synchronous communication tools. However, more
developments are needed in the design stage in order to address some of the issues with using
synchronous tools that were discovered in the case studies. Educators urge practitioners to look
more closely at the eLearning environment and what it demands in order to create successful
43

learning outcomes (Thompson, MacDonald, & Colla, 2005, p. 246). For example, getting
students to respond more and the teacher to respond less in class requires audio upgrades, where
specific tasks are given to students to engage and encourage them to contribute more to class
activities. Plagiarism is another issue that designers will have to consider when implementing
easier features for teachers to disable copy-and-paste functions. Overall, the advancement of
synchronous communication tools is heading in the right direction if designers create better
usability of these tools to address the issues illustrated in this research paper.
Overall Objectives and Approach
The overall approach the author developed to successfully meet the research papers
objective was to fully understand the requirements for the capstone research paper. This paper
required an outline that served as a road map throughout the writing process. This was probably
the most challenging stage because the instructor wanted the author to be meticulous about each
and every section in the paper. The time spent on gathering information in order to have a
sufficient understanding of the history and present distance education technologies enabled the
author to make an analysis of the various types of synchronous communication technologies
used in virtual classrooms. The limitations of this research may have not exhausted all
considerations for adopting synchronous communication tools. In addition, a small number of
participants in the experiment were chosen because of their availability.
Improvements Needed in Synchronous Communication Tools
This research paper was important for a number of reasons. It proved that more
developments are needed in designing synchronous communication systems from a technological
and pedagogical context. Better designs should allow learners to intuitively navigate
synchronous tools and complete learning tasks. In addition to more technological and
44

pedagogical developments, more improvements are needed in research, training, and assessments.
As mentioned in the introduction of this research paper, there is not enough literature on
synchronous learning environments. Training is another area that needs improvements. More
educators are making the transition from face-to-face classroom to virtual classroom, and they
require technical training on how to use the tools needed to operate a virtual class. However,
some educators are resisting the transition to online:
Between 2007 and 2012 the level of concern among chief academic officers that the lack
of acceptance of online by faculty represents a barrier to the widespread adoption of
online has seen a slight increase. The total reporting it as Important or Very Important
grew from 61.1 percent in 2007 to 66.8 percent by 2012. (Allen & Seaman, 2013, p. 17)
To overcome these challenges, more training and technical support will be necessary for
less tech-savvy educators and faculty members. And finally, improvements on assessment
models are needed. Quality assessment models for any synchronous communication tools and
environments could benefit any demographics, institutions, or businesses.
The Future of Distance Education
The future of distance education and the constant growth of technologies will continue to
evolve technologically and pedagogically. However, will the number of online learners increase
in the future? Allen and Seamans 2011 survey illustrated a different trend among future
enrollments for institutions. While the overall number of students taking at least one online
course has gone up every year, individual institutions and specific programs within these
institutions may not always experience the same level of growth (Allen & Seaman, 2011, p. 30).
More research is needed in regards to usability of new technologies and how these technologies
impact and influence deeper learning and tracking and assessing changes in online enrollments.
45

Whats next for distance education? Oncu and Cakir (2011) asserted the importance of
future research in distance education in the areas of enhancing learner engagement and
collaboration, promoting effective facilitation, developing assessment techniques, [and]
designing faculty development programs (p. 3).
Oncu and Cakir (2011) suggested that these four research goals are critical in learning
environments because they affect achievements, engagement, and retention, which are goals for
better learning environments in the future. Another future for distance education is outsourcing
services, platforms, and infrastructures to educational institutions.
As cloud solutions are maturing, colleges and universities are able to move data centers,
applications, and even business processes outside the institution, where commodity costs
can be realized. Cloud providers enable institutions to respond to spikes in usage and
demand quickly and cost-effectively. (Grajek, 2014, p. 37)
Mobile learning. The future of distance education is mobile learning. Future learners
will be able to access their virtual classes in transit using their mobile devices. Learners who are
tethered to a stationed computer at home or work will no longer be an issue in the future.
Already the number of people with mobile devices such as personal device assistances (PDAs),
smart phones, and tablets is increasing. Educators should look upon this phenomenon as an
opportunity though indeed it is a challenge as well (Bidin & Ziden, 2013, p. 721).
Virtual 3D multiuser environment. Virtual environments consist of two categories: role-
play game worlds and social worlds (Hew & Cheung, 2013). Role-playing game worlds such as
Everquest are virtual 3D multiuser environments where one can assume a character or role in
order to fulfill certain quests or overcome certain challenges (Hew & Cheung, 2013, p. 48).
Social worlds such as Second Life allow users to create a virtual world of their choice, with all
46

the objects needed to bring into existence a world that behaves like the real world. Researchers
have noted a positive impact on learners using these two environments, role-play game worlds
and social worlds, which make it possible for students to learn by doing rather than merely
learning by listening to the instructor or reading text (Hew & Cheung, 2013, p. 48).






47

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