| A | B |
|---|
| motivation | synchronous systems focus the energy of the group, providing motivation to distance learners to continue with their studies |
| pacing | synchronous events encourage students to keep up-to-date with the course. They provide a discipline to learning helping people prioritise studies |
| distributed learning | synchronous learning systems can support people in many locations |
| tele-presence | real time interactions convey tone and nuance, helping develop group cohesion and the sense of community |
| cost effectiveness | implementation of synchronous learning activities is relatively inexpensive |
| feedback | synchronous systems provide quick feedback on ideas and support consensus and decision making in group activities |
| accessibility | all learners need is a computer and the appropriate hard/software (can be low-tech) |
| lecture | often criticised as "the least effective form of teaching", yet it remains a cornerstone of adult learning |
| seminar | highly effective when the students know enough basics to hold an enlightened group discussion |
| guided discovery | takes advantage of the richness of resources available through the students’ computers, particularly the Web |
