Time is an illusion

Reading Activity on Synchronous/Asynchronous Learning/Teaching
By Joyce Arnold
I liked the paper by Andrew Marks , 2005 as referenced below. The whole topic of Synchronous/Asynchronous learning needed review so I have included some other references that helped me come to some reflections as discussed below.

Summary of the paper
Andrew Marks (2005) “Changing Spatial and Synchronous Structures in the history and culture of learning: a Heideggerian analysis of the history of the English University” Higher Education 50, p. 613-630.
accessed Ebscohost, USQ Library database 7/3/2007
This paper takes a holistic view of the history of university learning. It describes four ( R )evolutions in the socio-cultural aspects of universities. Although he bases the differences on space, he also includes time aspects of teaching.
By describing Heidegger’s concept of space as a pragmatic, utility concept of proximity rather than Euclidian geometry/geography. Although the social aspects of learning from elitism for social classes towards a more democratic model are interesting, the analysis is one of the circle of human history. We have returned to the concept of space and time relevant to the user. The 5th stage of university learning incorporates a virtual university devoid of spatial and time bound learning/ asynchronicity.
This has inherent problems of short-term learning and creates a new social class divide ( ie. those who have access to technology).
This is a different approach to the positivism of most other papers on virtual universities and synchronous learning, as well as idealisation of the asynchronous model ( Harvard, Du Jiansua & Olinzak 2005).
The paper introduces the idea that there is nothing new in the synchronous/asynchronous debate. The circles of history have just turned again. This raises the important point that learning is not new and that new tools assist, but cannot rule or take over or fundamentally change the real process of learning. This is debated in many other papers that see synchronous learning as completely different to asynchronous learning ( Bergsma 2005). These discuss the polarity of the two concepts but gradually a ‘hybrid’ model shows that there is considerable overlap between the two models.

Reflections
‘Time is an illusion’ in the theory of relativity. If you study the history of the concepts and philosophy of time, one comes up against the fact that time is a human construct that is not real. Time was not always seen as discrete equal parts and was not always measured by clocks. Time has been described as only existing in the present so that all synchronous/asynchronous learning must be synchronous. There are also those people who argue with good measure that there is no reality in the concept of the present. Thus all learning must be asynchronous.
Just as we are returning in another cycle towards multimedia and away form text based learning, we are returning to learning that is not linked to the concepts of time. The hybrid model of synchronous /asynchronous learning is a prime example of this.
Although Socratic thought required dialogue and polar or dichotomous thinking its ultimate synthesis is an integrated position. The synchronous/ asynchronous debate must also be solved by an integrated hybrid design (Latchman, Salzmann, Gillet & Xim 2001).
For example, even face-to-face learning is not entirely synchronous. Students always take home the thought, mull it over, discuss, obtain extra resources, process consciously and unconsciously in a totally asynchronous learning method. On the other hand, just in time asynchronous learning requires timely response, assignments with a due by date so that they are more synchronous.
Questions for debate
Are the pedagogies of critical reflection, Socio-cultural learning, and communities of practice possible in synchronous as well as asynchronous learning?
Is there a difference in the cohorts or age groups that would make synchronous or asynchronous learning preferable?
Are space and time fixed concepts?
Are we progressing, regressing or going around in circles?
List of references
Bergsmam, Harley 2005, ‘ Synchronous asynchronous technology’, Encyclopedia of Educational Technology
www.llcoe.sdsu.edu/eet/articles/synchrasynchtech,index.htm
accessed Google Search 6/3/2007

Harvard, Byron, Jiansua, Du & Olinzak, Anthony (2005), ‘Deep Learning’ , Methods and Cognition processes in the Instructor led Online Discussion” The Quarterly Review of Distance Education 6 (2) p. 125-123
Accessed Ebscohost USQ database 6/3/2007

Latchman,H, Salzmann, C, Gillett, D & Xim, J 2001 ‘Learning on Demand-A Hybrid synchronous/asynchronous approach’ Pedagogical Archives in Integrated Education
www.ewh.ieee.org/soc/es/May2001/10/Bogin
accessed Google search 6/3/2007

Marks, Andrew (2005) “Changing Spatial and Synchronous Structures in the history and culture of learning: a Heideggerian analysis of the history of the English University” Higher Education 50, p. 613-630.
accessed Ebscohost, USQ Library database 7/3/2007