Synchronous e-learning myths #2: Classroom will always be best

Continuing my review of last Friday's eLearning Network Thinking Synch event, I was surprised by several case studies that seemed to suggest that better results could be achieved in the virtual classroom than face-to-face. Hard-hitting evidence came from Illustra's Alan Saunders, whose presentation I mentioned in my previous post. Illustra's online executive coaching programme received phenomenal feedback:

"The delivery by virtual media made it even more interesting."

"Best training I ever had."

"We consider Illustra's programme to be the benchmark for all training."

The expectation is that online events will be lower rated, but Illustra's programme scored 4.9 out of 5. Significantly, Illustra charge exactly the same for their online programme as they do for the face-to-face equivalent. With these results, perhaps they should charge more.

Further evidence came from Matthew James and Dr Kathy Seddon from NCSL who presented on 'multi-layered synchronous learning'. They made the point that web conferencing encourages multiple dialogues among participants. Online you can be viewing a slide and listening to a speaker while simultaneously interacting with peers through text chat. In other words, online learners have excess capacity for interaction that the formal aspect of the event will not always utilise; online that capacity can be used to the full. And, this additional channel is not superficial or frivolous - the speakers reported that many participants asked if the session could continue after the facilitator had left, so they could continue their discussions. This dynamic of what the speakers called 'co-construction' is not typically evident in a face-to-face environment.

Another positive aspect of web conferencing was identified by Val Brooks and Judy Hooton of Stockton City Learning Centre. Their students reported that the relative anonymity of web conferencing meant there was less chance of one person monopolising the conversation as traditional barriers to communication were broken down.

We may not fully appreciate yet what attributes of synchronous online communication are providing this unexpected additional value, nor do we know what exact conditions are necessary for the greatest success; however, we should be encouraged that we are beginning to see really effective use of a new medium, going beyond a mere imitation of the face-to-face classroom.

Coming next: the myth that synchronous e-learning is essentially a 2D experience.