Assessment and learning outcomes: the evaluation of deep learning in an on-line course

Using an online learning environment, students from European countries collaborated and communicated to carry out problem based learning in occupational therapy. The effectiveness of this approach was evaluated by means of the final assessments and published learning outcomes. In particular, transcripts from peer-to-peer sessions of synchronous communication were analysed. The SOLO taxonomy was used and the development of deep learning was studied week by week. This allowed the quality of the course to be appraised and showed, to a certain extent, the impact of this online international course on the learning strategies of the students. Results indicate that deep learning can be supported by synchronous communication and online meetings between course participants.</p

Preserving Liveness Guarantees from Synchronous Communication to Asynchronous Unstructured Low-Level Languages

In the implementation of abstract synchronous communication in asynchronous unstructured low-level languages, e.g. using shared variables, the preservation of safety and especially liveness properties is a hitherto open problem due to inherently different abstraction levels. Our approach to overcome this problem is threefold: First, we present our notion of handshake refinement with which we formally prove the correctness of the implementation relation of a handshake protocol. Second, we verify the soundness of our handshake refinement, i.e., all safety and liveness properties are preserved to the lower level. Third, we apply our handshake refinement to show the correctness of all implementations that realize the abstract synchronous communication with the handshake protocol. To this end, we employ an exemplary language with asynchronous shared variable communication. Our approach is scalable and closes the verification gap between different abstraction levels of communication

Symmetric and Synchronous Communication in Peer-to-Peer Networks

Motivated by distributed implementations of game-theoretical algorithms, we study symmetric process systems and the problem of attaining common knowledge between processes. We formalize our setting by defining a notion of peer-to-peer networks(*) and appropriate symmetry concepts in the context of Communicating Sequential Processes (CSP), due to the common knowledge creating effects of its synchronous communication primitives. We then prove that CSP with input and output guards makes common knowledge in symmetric peer-to-peer networks possible, but not the restricted version which disallows output statements in guards and is commonly implemented. (*) Please note that we are not dealing with fashionable incarnations such as file-sharing networks, but merely use this name for a mathematical notion of a network consisting of directly connected peers "treated on an equal footing", i.e. not having a client-server structure or otherwise pre-determined roles.)Comment: polished, modernized references; incorporated referee feedback from MPC'0

Adding Time to Synchronous Process Communications

In distributed real-time systems, communicating processes cannot be delayed for arbitrary amounts of time while waiting for messages. Thus, communication primitives used for real-time programming usually allow the inclusion of a deadline or timeout to limit potential delays due to synchronization. This paper interprets timed synchronous communication as having absolute deadlines. Various ways of implementing deadlines are discussed, and two useful timed synchronous communication problems are identified which differ in the number of of participating senders and receivers and type of synchronous communication. For each problem, a simple algorithm is presented and shown to be correct. The algorithms are shown to guarantee maximal success and to require the smallest delay intervals during which processes wait for synchronous communication. We also evaluate the number of messages used to reach agreement

Synchronous communication tools: Enabler for the deaf and/or hard-of-hearing colleagues

Deaf and/or hard-of-hearing and hearing people communicate frequently. Most people find it enjoyable in some situations and scary in others. We spend most of our waking hours communicating. Communication affects our life. This is a study to investigate the use of synchronous communication tools, in particular focusing on two target groups, the deaf and/or hard-of-hearing and their hearing colleagues. The aim will be to determine people\u27s views on whether synchronous communication tools are now or will be beneficial for them to use as communication. The point of the survey and interview was to ascertain who, if anyone, was actually using the synchronous communication tools. It was discovered that some people do use synchronous communication as a part of access communication between deaf and/or hard-of-hearing and hearing people in the workplace

Participating in Synchronous Online Education

There is an increasing need for education since the workforce of today is expected to be highly educated and continuously learn. Distance education is a powerful response to meet the growing need for education. Online education, here concisely defined as distance education mediated online, is the most common type of distance education. It mainly relies on asynchronous communication although it is well known that many students regard the lack of synchronous communication as disadvantageous. This thesis aims to achieve a deeper understanding of how, why and when synchronous communication, as a complement to asynchronous communication, affects student participation in online education. In order to study the complex phenomenon of online student participation, various qualitative and quantitative data collection methods for assessing both perceived participation and actual participation were used. The aim was investigated in two offerings of an online undergraduate course and two series of online discussions on master level, and by conducting focus group interviews with experienced practitioners. The findings indicate that synchronous communication has the potential to enhance online student participation. Light was shed on two dimensions of participation, which were labelled personal participation and cognitive participation. The thesis suggests that synchronous communication, as a complement to asynchronous communication, may better support personal participation. This is likely to induce arousal and motivation, and increased convergence on meaning, especially in smaller groups. Synchronous communication seems particularly beneficial for supporting task and social support relations, and to exchange information with a lower degree of complexity. By drawing on the studies of the thesis and previous research, propositions on when to support synchronous communication in online education were suggested

Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research