Navigate 1.1.1 Delineating Between Synchronous and Asynchronous Content Forum

 "Navigate 1.1.1 Delineating Between Synchronous and Asynchronous Content Forum" Quest

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As a virtual school teacher for 5 years, I often forget that not everyone is in tune with what is transpiring in the world of on-line learning. It is my "norm" and to think of the Synchronous and Asynchronous as two entities is a bit of a challenge. The two, for me, have morphed into a seamless space in which to connect to students in order to encourage them, teach them, offer remediation to them, and deliver content and practice materials to them... all of the same tasks that I would do in a face to face classroom. For me, they are all equally important tasks that can be accomplished in equally effective ways. Because I teach for Georgia Virtual School, it is not always necessary for me to supply students with content because it is embedded within the course itself. However, when I see that students are struggling, I am able to offer them more through video, screen casts, and links to helpful websites with explanations and extra practice. All of these opportunities can be shared either asynchronously through my course homepage, course discussion page, Google Drive, Twitter, or email while Adobe Connect, the synchronous environment we use at our school, affords the same opportunities for sharing while students can additionally "chat" live together with the class. As for the students, they are able to access all of these things anywhere they can connect to the internet: at home, at school, at the library, on the mobile device (in the car, on the bus, at their friend's house, etc.). For students, the help is always available when they need it and they can ask questions immediately via email at any time of the day, which can be of great benefit.
While I do believe that there is equality in the distribution of materials and opportunities for helping students between the asynchronous and synchronous environment, I question the depth to which relationships can be built between the teacher and student and between students themselves. There is something tangible missing in the absence of the body. There can be caring relationships and we can celebrate each others' accomplishments together in both platforms but the synchronous environment sometimes provides more benefit in terms of simulating a face to face experience where all members can feel equally valued.