With the rapid emergence of technologies and the increase in Internet bandwidth, educators have been afforded the opportunity to address the constraints inherent in the solely asynchronous, test-based e-learning environment (Anderson, 2004; Anderson & Kanuka, 2002). Synchronous technologies enable educators to interact with their students in real time using text, audio, and visual tools; research has begun to support the use of synchronous CMC technologies to enhance the asynchronous, test-based e-learning environment. Synchronous applications appear to promote community (Hrastinski, 2008), to decrease feelings of distances and isolation felt within an asynchronous e-learning environment (Wang & Chen, 2007), to encourage learning confidence (Wang & Chen,2007), and to support critical thinking (Olubunmi & McCracken, 2008). Using qualitative research tools, Offir, Lev, and Bezalel (2008) compared a synchronous intervention with an asynchronous intervention in the online learning process. They found that learners preferred learning via the synchronous systems, and learner achievement was equal to or better when using the synchronous system compared to the asynchronous system.

Although researchers have begun to recognize a variety of synchronous technologies as valuable for building community and facilitating learning in distance education (Blake, 2000; Chapelle, 2005), some educators have noted that the adoption of synchronous technologies may detract from asynchronous education due to technical difficulties and scheduling problems or inconvenience.

Does the literature align with your experience? As you work on your ISD project for this course and go to practice in the field always remember to consider the literature an it's support or lack of support for the technology you plan to adopt.