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Polysynchronous: dialogic construction of time in online learning

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Polysynchronous: dialogic construction of time in online learning. / Oztok, Murat; Wilton, Lesley; Lee, Kyungmee et al.
In: E-Learning and Digital Media, Vol. 11, No. 2, 04.2014, p. 154-161.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Oztok, M, Wilton, L, Lee, K, Wilton, L, Zingaro, D, MacKinnon, K, Makos, A, Phirangee, K, Brett, C & Hewitt, J 2014, 'Polysynchronous: dialogic construction of time in online learning', E-Learning and Digital Media, vol. 11, no. 2, pp. 154-161. https://doi.org/10.2304/elea.2014.11.2.154

APA

Oztok, M., Wilton, L., Lee, K., Wilton, L., Zingaro, D., MacKinnon, K., Makos, A., Phirangee, K., Brett, C., & Hewitt, J. (2014). Polysynchronous: dialogic construction of time in online learning. E-Learning and Digital Media, 11(2), 154-161. https://doi.org/10.2304/elea.2014.11.2.154

Vancouver

Oztok M, Wilton L, Lee K, Wilton L, Zingaro D, MacKinnon K et al. Polysynchronous: dialogic construction of time in online learning. E-Learning and Digital Media. 2014 Apr;11(2):154-161. doi: 10.2304/elea.2014.11.2.154

Author

Oztok, Murat ; Wilton, Lesley ; Lee, Kyungmee et al. / Polysynchronous : dialogic construction of time in online learning. In: E-Learning and Digital Media. 2014 ; Vol. 11, No. 2. pp. 154-161.

Bibtex

@article{3a892ded324649f4b29c6e764cc5e10b,
title = "Polysynchronous: dialogic construction of time in online learning",
abstract = "Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the history of synchronous and asynchronous concepts and argues that an examination of students' perception of time in online contexts is required if we are to move past asynchronous-synchronous dualities toward a more nuanced understanding of how time manifests itself and affects pedagogical practices. Bakhtin's concept of the dialogic is used as a framework to explore how time in online learning has been reshaped through dialogue. A new description of time online as being polysynchronous is suggested and the illustrations provided explore the educational implications of this time shift on online discussions.",
author = "Murat Oztok and Lesley Wilton and Kyungmee Lee and Lesley Wilton and Daniel Zingaro and Kim MacKinnon and Alexandra Makos and Kyrstle Phirangee and Clare Brett and Jim Hewitt",
year = "2014",
month = apr,
doi = "10.2304/elea.2014.11.2.154",
language = "English",
volume = "11",
pages = "154--161",
journal = "E-Learning and Digital Media",
publisher = "Symposium Journals Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Polysynchronous

T2 - dialogic construction of time in online learning

AU - Oztok, Murat

AU - Wilton, Lesley

AU - Lee, Kyungmee

AU - Wilton, Lesley

AU - Zingaro, Daniel

AU - MacKinnon, Kim

AU - Makos, Alexandra

AU - Phirangee, Kyrstle

AU - Brett, Clare

AU - Hewitt, Jim

PY - 2014/4

Y1 - 2014/4

N2 - Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the history of synchronous and asynchronous concepts and argues that an examination of students' perception of time in online contexts is required if we are to move past asynchronous-synchronous dualities toward a more nuanced understanding of how time manifests itself and affects pedagogical practices. Bakhtin's concept of the dialogic is used as a framework to explore how time in online learning has been reshaped through dialogue. A new description of time online as being polysynchronous is suggested and the illustrations provided explore the educational implications of this time shift on online discussions.

AB - Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the history of synchronous and asynchronous concepts and argues that an examination of students' perception of time in online contexts is required if we are to move past asynchronous-synchronous dualities toward a more nuanced understanding of how time manifests itself and affects pedagogical practices. Bakhtin's concept of the dialogic is used as a framework to explore how time in online learning has been reshaped through dialogue. A new description of time online as being polysynchronous is suggested and the illustrations provided explore the educational implications of this time shift on online discussions.

U2 - 10.2304/elea.2014.11.2.154

DO - 10.2304/elea.2014.11.2.154

M3 - Journal article

VL - 11

SP - 154

EP - 161

JO - E-Learning and Digital Media

JF - E-Learning and Digital Media

IS - 2

ER -