Reflections on Google Talk and other Web-based Communication

In looking at technology tools for learning environments, ease of use usually dominates the selection of a particular tool over all others. This past week, it has been interesting using Google Talk, an impressive, easy-to-use tool, to communicate with classmates around the world. One can say that synchronous communication is not revolutionary in education circles, but is in fact the traditional way of exchanging information. Not to diminish the positive impact of modern Web-based technology tools, but they merely make it possible for learners who are geographically dispersed to communicate in real time through chats, voice mail, video conferencing, or file exchange.

It is can be said that distance learners prefer using asynchronous to synchronous communication tools. The flexibility afforded by the former complements their choice to learn online and for some, perhaps, serious dialogue takes place here; they have time to reflect, gather their thoughts, and share ideas in the more self-paced environment. Perhaps, even the quality of the discussions is higher in the 'slower-paced' asynchronous communication.

Aside from the cost factor, Google Talk (although currently limited to two participants at a time) and course management system chat features are fairly similar. Google Talk might be a little easier to configure than some course management chat tools. Both can be used to hold office hours, brainstorm, or even facilitate the completion of entire projects. The popularity of Google and its continuing integration of multiple applications might add to its appeal. It is therefore a positive alternative to accomplishing a desirable aspect of online communication.

Whether synchronous or asynchronous, Web-based communication is an asset in education. It allows those who would otherwise shy away from participation in class to find their voice in the virtual world. For most, however online education is more aligned with the flexibility of using asynchronous rather than synchronous communication tools. Instructors should provide the necessary communication protocols and create a 'safe' environment where learners can openly express opposing views.