BibTex RIS Cite

NOTE FOR EDITOR: Synchronous Meetings: A Way To Put Personality In An Online Class

Year 2008, Volume: 9 Issue: 4, - , 01.12.2008

Abstract

Synchronous meetings provide both professor and student the advantages of face to face (traditional) class meetings while in reality they can be many miles apart. With today’s lifestyle it is not always possible for students to attend classes on a physical campus in a specific city at a specific time. The use of synchronous meetings allow the online classes to be supplemented with online office sessions, study sessions, special instruction, brain storming get togethers, collaborations, etc. The meetings can be held almost any time 24/7 that is agreeable with the participants. In 2008, it seems that everyone is concerned about confidentially. Synchronous meetings allow both professor and student to meet and all personal information such as cell phone number, home phone and personal address are not known unless someone wants to divulge such information. A few simple rules, which are included in the article, can and will help to make all meetings more success for all.

References

  • Anagnostopoulos, D., Basnadjian, K. G., & McCrory, R.S. (2005) The Decentered teacher and the construction of social space in the virtual classroom. Teacher College Record. (8)1699-1729.
  • Arbaugh, J. B. (2000). An exploratory study of the effects of gender on student learning and class participation in an Internet-based MBA course. Management Learning, 31(4), 519.
  • Barnes, B. ( 2002). Synchronous chat without the typing. Online classroom. 6
  • Bento, R., & Schuster, C. (2003). Participation: The online challenge. In A. Aggarwal (Ed.)
  • Web-based education: Learning from experience (pp. 156-164). Hershey, PA: Idea Group Publishing. Branon R. F. & Essex, C., (2004). Synchronous and asynchronous communication tools in distance education. Tech Trends 45, 36-7.
  • Chen, N., Ko, H., Kinshuk, & Lin, T. (2005) A model for synchronous learning using the internet. Innovations in Education and Teaching International. 42(2) 181-194.
  • Cho.H.-K., Trier, M.,& Kim,E. (2005)The use of instant messaging in working relationship development: A case study. Journal of Computer-Mediated Communication, 10(4). http://jcmc.indiana.edu/vol10issue4/cho.html. Retrieved June 29, 2006, from
  • Clark, R. C. & Kwinn, A. (2007) The new virtual classroom. John Wiley and Son: San Francisco.
  • Covey, S. (1998). The 7 Habits of highly effective teens. Franklin Covey: New York.
  • Dorociak, S. (2000, March 27). Distance Education: A First Hand Account and Advice. StudentNow.
  • Duemer L., Fontenot D., Gumfory K., Kallus M., Larsen J., Schafer S & Shaw B. C. Jr. (2002). The use of online synchronous discussions groups to enhance community formation and professional identity development. Journal of Interactive Online Learning , Retrieved April 26, 2006 from http://www.ncolr.org/jiol/ARCHIVES/2002/2/04 Emoticons: March 16, 2007. http://www.computeruser.com/resources/dictionary/emoticons.html retrieved May 03,
  • Finkelstein, J. (2006). Learning in real time: Synchronous teaching and learning online.
  • Josseybass: San Francisco. Green, L. (1998). Online conference:Lessons learned. Office of Learning Technologies,
  • Government of Canada. Retrieved April 26, 2006 from http://emoderators.com/modeators/lessonse.pdf
  • Haefner, J. (2000). Opinion: The Importance of Being Synchronous. Academic.Writing. http://wac.colostate.edu/aw/teaching/haefner2000.htm. Retrieved May 13, 2007.
  • Haythornthwite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed leaning communities. In W. Schumar (Ed.), Building virtual communities: Learning and change in cyberspace (pp159-190). Cambridge, UK:
  • Cambridge University Press. Hines, R. A. & Pearl, C. E. (2004). Increasing interaction in Web-based instruction: Using synchronous chats and asynchronous discussions. Rural Special Education Quarterly (2)33-36.
  • Hrastinski, S. (2006) The relationship between adopting a synchronous Meeium participation in online group work: an explorative study. Interactive Learning Environments, 14(2) 137-152.
  • Im, Y. & Lee, O. (2003). Pedagogical implications of online discussion for preservice teacher training. Journal of Research on Technology in Education. 36(2)155-170.
  • Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237-253.
  • Moor, J & Zazkis, R., (2000). Learning mathematics in a virtual classroom: reflection on experiment. The Journal of Computers in Mathematics and Science Teaching 19(2)89
  • Murphy, K. L., & Collins, M. P. (1998). Development of communication conventions in instructional electronic chats. Journal of Distance Education, 12(1/2), 177-200.
  • Patton, B. (2008). Synchronous Meetings: Experiences from the Professor‟s Prospective.
  • National Social Science Association Journal. (in press) . Schwier, R.A. &Dykes, M. E. (2004). The struggle for community and content in virtual learning communinities. Paper presented at ED-MEDIA 2004: World conference on
  • Educaitonal Multimedia, Hypermedia & Telecommunications. June 21-26, 2005. Lugano, Switzerland.
  • Wang, C. H. (2005). Questioning skills facilitate online synchronous discussions. Journal of Computer Assisted Learning. 21, 303-313.
  • Wang, L. C. & Beasley, W. (2006). Integrating instant messenger into online office hours to enhance synchronous, International Journal of Instructional Media 33 (3) 277-87.
  • Wellman, B., & Gulia, M., (1999). Virtual communities as communities: Net surfers don‟t ride alone. In P. Kollock (Ed.) Communities in cyberspace (pp. 167-194). London: Routledge.
  • Wenger, E., (1998). Communities of practice: Learning, meaning, and identity.
  • Cambridge, UK: Cambridge University Press.
Year 2008, Volume: 9 Issue: 4, - , 01.12.2008

Abstract

References

  • Anagnostopoulos, D., Basnadjian, K. G., & McCrory, R.S. (2005) The Decentered teacher and the construction of social space in the virtual classroom. Teacher College Record. (8)1699-1729.
  • Arbaugh, J. B. (2000). An exploratory study of the effects of gender on student learning and class participation in an Internet-based MBA course. Management Learning, 31(4), 519.
  • Barnes, B. ( 2002). Synchronous chat without the typing. Online classroom. 6
  • Bento, R., & Schuster, C. (2003). Participation: The online challenge. In A. Aggarwal (Ed.)
  • Web-based education: Learning from experience (pp. 156-164). Hershey, PA: Idea Group Publishing. Branon R. F. & Essex, C., (2004). Synchronous and asynchronous communication tools in distance education. Tech Trends 45, 36-7.
  • Chen, N., Ko, H., Kinshuk, & Lin, T. (2005) A model for synchronous learning using the internet. Innovations in Education and Teaching International. 42(2) 181-194.
  • Cho.H.-K., Trier, M.,& Kim,E. (2005)The use of instant messaging in working relationship development: A case study. Journal of Computer-Mediated Communication, 10(4). http://jcmc.indiana.edu/vol10issue4/cho.html. Retrieved June 29, 2006, from
  • Clark, R. C. & Kwinn, A. (2007) The new virtual classroom. John Wiley and Son: San Francisco.
  • Covey, S. (1998). The 7 Habits of highly effective teens. Franklin Covey: New York.
  • Dorociak, S. (2000, March 27). Distance Education: A First Hand Account and Advice. StudentNow.
  • Duemer L., Fontenot D., Gumfory K., Kallus M., Larsen J., Schafer S & Shaw B. C. Jr. (2002). The use of online synchronous discussions groups to enhance community formation and professional identity development. Journal of Interactive Online Learning , Retrieved April 26, 2006 from http://www.ncolr.org/jiol/ARCHIVES/2002/2/04 Emoticons: March 16, 2007. http://www.computeruser.com/resources/dictionary/emoticons.html retrieved May 03,
  • Finkelstein, J. (2006). Learning in real time: Synchronous teaching and learning online.
  • Josseybass: San Francisco. Green, L. (1998). Online conference:Lessons learned. Office of Learning Technologies,
  • Government of Canada. Retrieved April 26, 2006 from http://emoderators.com/modeators/lessonse.pdf
  • Haefner, J. (2000). Opinion: The Importance of Being Synchronous. Academic.Writing. http://wac.colostate.edu/aw/teaching/haefner2000.htm. Retrieved May 13, 2007.
  • Haythornthwite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed leaning communities. In W. Schumar (Ed.), Building virtual communities: Learning and change in cyberspace (pp159-190). Cambridge, UK:
  • Cambridge University Press. Hines, R. A. & Pearl, C. E. (2004). Increasing interaction in Web-based instruction: Using synchronous chats and asynchronous discussions. Rural Special Education Quarterly (2)33-36.
  • Hrastinski, S. (2006) The relationship between adopting a synchronous Meeium participation in online group work: an explorative study. Interactive Learning Environments, 14(2) 137-152.
  • Im, Y. & Lee, O. (2003). Pedagogical implications of online discussion for preservice teacher training. Journal of Research on Technology in Education. 36(2)155-170.
  • Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237-253.
  • Moor, J & Zazkis, R., (2000). Learning mathematics in a virtual classroom: reflection on experiment. The Journal of Computers in Mathematics and Science Teaching 19(2)89
  • Murphy, K. L., & Collins, M. P. (1998). Development of communication conventions in instructional electronic chats. Journal of Distance Education, 12(1/2), 177-200.
  • Patton, B. (2008). Synchronous Meetings: Experiences from the Professor‟s Prospective.
  • National Social Science Association Journal. (in press) . Schwier, R.A. &Dykes, M. E. (2004). The struggle for community and content in virtual learning communinities. Paper presented at ED-MEDIA 2004: World conference on
  • Educaitonal Multimedia, Hypermedia & Telecommunications. June 21-26, 2005. Lugano, Switzerland.
  • Wang, C. H. (2005). Questioning skills facilitate online synchronous discussions. Journal of Computer Assisted Learning. 21, 303-313.
  • Wang, L. C. & Beasley, W. (2006). Integrating instant messenger into online office hours to enhance synchronous, International Journal of Instructional Media 33 (3) 277-87.
  • Wellman, B., & Gulia, M., (1999). Virtual communities as communities: Net surfers don‟t ride alone. In P. Kollock (Ed.) Communities in cyberspace (pp. 167-194). London: Routledge.
  • Wenger, E., (1998). Communities of practice: Learning, meaning, and identity.
  • Cambridge, UK: Cambridge University Press.
There are 30 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Barba Aldis This is me

Publication Date December 1, 2008
Submission Date February 27, 2015
Published in Issue Year 2008 Volume: 9 Issue: 4

Cite

APA Aldis, B. (2008). NOTE FOR EDITOR: Synchronous Meetings: A Way To Put Personality In An Online Class. Turkish Online Journal of Distance Education, 9(4).