Running Head: ASYNCHRONOUS VERSUS SYNCHRONOUS

Asynchronous Versus Synchronous: Which Training Format Should We Use?

Jacob A. Brown
Brigham Young University

ASYNCHRONOUS VERSUS SYNCHRONOUS

Asynchronous Versus Synchronous: Which Training Format Should We Use?

I am an instructional designer at LDS Business College in the Corporate Connect
program. We provide rapid, inexpensive training courses to low-earning LDS church members
and give them a job interview with a high quality entry-level professional company, in an effort
to bolster their efforts toward self-reliance. My responsibility is everything having to do with
instruction: curriculum development, online classroom set-up and maintenance, etc.
However, my narrow experience limits my knowledge about instructional strategy. I
recently met with an experienced instructional designer who engaged me in a lengthy discussion
about why we have decided to implement synchronous online classes, as opposed to delivering
our trainings asynchronously. This issues paper is meant to evaluate these potential options and
provide him with a satisfactory answer on our methodology.
Synchronous
Synchronous classrooms provide several main opportunities for students: A. increased
access, and B. community enhancement.
Increased access means that people who do not normally have the opportunity or means
to participate in training courses are given that opportunity. Most or all of the students who take
our classes do not have the money, time, or qualifications to get a college education; they need to
be earning more money and developing productive skills now! Offering a class that is
distributed synchronously means that these students have a chance to take rapid training courses
that simulate a high-level classroom like those in colleges. However, increased access does not
necessarily mean that students will participate effectively in our classes; that is another issue that
the Corporate Connect program will have to deal with.
Community enhancement means that students who enter an online classroom have the
chance to interact with each other and develop relationships and investment in a course, just as
they would in a traditional, live classroom format. This is beneficial because it increases buy-in
from the students, and theoretically increases the likelihood that they will attend class, get a lot

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out of class discussions, and possibly have friends after the class is finished. This also means
that collaboration amongst students increases, which increases learning quality (Higley, 2013).
That said, students might become more distracted by each other than engaged.
Asynchronous
Asynchronous classes provide several benefits to our program: A. scalability, and B.
student ability to move through content at their own pace.
Scalability refers to a business ability to grow effectively given its activities and
resources. Synchronous classes provide a community, but they require a teacher, facilitator, and
scheduling for students. Asynchronous classes, by contrast, are accessed outside of a classroom
and need not involve the complicated logistics of a synchronous class. As the Corporate Connect
program grows, scalability is a big question in the back of everyones mind. Still, a business
ability to grow does not necessarily mean that the product is worth increased distribution.
Rather than having to follow a prescribed pace or route, asynchronous classes give the
student the ability to approach learning largely on their own terms. This flexibility gives highperforming students the chance to move more quickly, and struggling students to slow down and
solidify their understanding. Students can also refine their answers and adjust them according to
internal feedback (see Hrastinski, 2008). However, the literature points to the benefits of
teacher-led instruction; asynchronous is limited in this regard.
Conclusion
Ultimately, we have decided to pursue both synchronous and asynchronous elements in
our design, to capitalize on the benefits that both provide. For the synchronous components, we
use an Adobe Connect online classroom to use live polling, group breakout sessions, and other
such tools that will foster group collaboration and interactivity. For the asynchronous
components, we have determined to give students the opportunity to view the PowerPoint
presentation prior to class, as well as homework assignments to solidify the learning from class.
We hope that this decision will be effective for our students.

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References
Higley, M. (2013). Advantages Of Using Both Synchronous and Asynchronous Technologies In
An Online Learning Environment. eLearning Industry. Retrieved from
http://elearningindustry.com/benefits-of-synchronous-and-asynchronous-e-learning
Hrastinski, S. (2008). Asynchronous & Synchronous E-Learning. Educause Quarterly, 4, 5155.