NOTE:  I have this in my bookmarks Asynchronous and Synchronous E-Learning by Stefan Hrastinski, but I wanted to link to it in Twitter so I am reposting it in my blog.

In this article, Hrastinski(2008)compares the advantages and disadvantages of using asynchronous and synchronous methods in e-learning.  The author concludes that it is best to use a combination of both because they encourage different types of learning.

Hrastinski(2008)uses Haythornwaite's three types of communication in an effective e-learning community (content-related, planning of tasks, and social support)to evaluate two masters level courses. 

From the study he concludes that synchronous communications encourage a more personal learning experience, while asynchronous communications promotes more cognitive thinking (Cognitive and Personal Dimensions of E-Learning section, para. 2).  The rationale for reaching this conclusion is that "synchronous e-learning increases arousal and motivation, while asynchronous e-learning increases the ability to process information" (Cognitive and Personal Dimensions of E-Learning section, para. 1). 

The author's findings are not unexpected.  It is not surprising that the findings illustrate that asynchronous communications allows for the processing of more information.  It is a characteristic of the deliberate and reflective opportunities provided by this type of activity.  When given time to think and reflect, students in an asynchronous environment would perform better than their synchronous counterparts.  The synchronous experience is more reactive, spontaneous, and does not allow for as much time to contemplate concepts. 

It is also not a revelation that synchronous activities encourage a more personal learning experience, while asynchronous communications can have an isolating effect for students.

What is surprising is Hrastinski's(2008) lack of consideration for the possible effect that the composition of the two classes could have on the study.  One class includes 3 females and 5 males, while the other has 14 females and 5 males.  Not only was the sampling sizes small but the predominantly female component of the classes was ignored.  Does a gender issue exists that could skew the results when dealing with such a strong representation of women?

Despite these concerns the article does articulate a common theme when dealing with asynchronous and synchronous issues in e-learning and explains it quite well.