A peer-to-peer (or P2P) network is a set of connections that relies chiefly on the bandwidth and computing power of the individuals which participate in the peer to peer activity in the network rather than focusing it in a comparatively low number of servers. P2P networks are characteristically used for linking nodes via largely off the cuff connections and such networks are valuable for many purposes. Sharing content containing audio, video, data or anything in digital format is very widespread, and real time data, such as telephony traffic, is also passed using P2P technology. It is apparent that education is becoming seriously caught up in the P2P surroundings with the conception of the internet and it would be no surprise that the higher educational leaders are seeking improved techniques to collaborate through the avenue of the internet technological age.

According to the eCollege corporate website, distance education is offered in three forms, which include synchronous, asynchronous, or a combination of both forms. The eCollege corporate website indicates that in the synchronous learning format, the students attend lectures and discussions in real time, using the Internet, videoconferencing, or chat room technologies with any combination of textual, audio, and video technologies. Synchronous collaboration techniques are communication activities that are happening when the students and instructors are logged into the course at the same time, such as a real-time chat session. In the asynchronous learning format, the students will attend the course on their own time with any combination of recorded textual, audio, and video technologies. The eCollege corporate website continues to state that asynchronous collaboration techniques are communication activities that are happening when the students and instructors are logged into the course at different times, such as a typical online or threaded discussion activity.  According to Phillips and Yager (1999) and a primary research group (1999), most universities mix asynchronous and synchronous technologies to deliver their degree. The two research artifacts indicated that a few, such as Colorado State University, use only asynchronous mode.

While most activities in a typical online course will provide the opportunity for a student to log in and participate whenever their schedule permits, there is great benefit to the synchronous collaboration P2P tools.  The chat room application requires P2P technology as it depends chiefly on the bandwidth and computing power of the individuals which participate in the peer to peer activity. Chat room technology requires the sharing of content containing audio, video, data or anything in digital format that is benefited by P2P.

According to an article in PR Newswire (2006, July 11), chat room technologies are ideal for casual and unexpected communication. The article indicates that the classroom chat room tool can also be enhanced with Pronto which is an interesting application replacing instant messaging, email, social networking websites, and the phone.  This application will tie together many of the different forms of communications that students are currently utilizing as a means to collaborate. Pronto is unique to education because it is an application, in accordance to the PR Newswire article, which provides integration with various course management systems such as WebCT or Blackboard.

Bravo, Redondo, and Ortega (2006, February) stated that online educational platforms play an important factor in a range of subjects. The author continues by saying that there is a lack of teaching tools from a learner-centered perspective with an emphasis on synchronous collaboration. This technique could be utilized for discussion, evaluation, and simulation activities that will benefit teaching activities.

Guzdial, Kolodner, and Navavanan (1996, April) indicated that the objective is for students to learn through embarking upon challenging but important problems. A challenging problem, along with support for successfully solving the problem and for reflecting on the problem, will lead to meaningful and transferable knowledge and skills. The authors continue to state that through online, real-time collaboration, students are able to work in teams to solve difficult problems and verbalize to one another in their deliberations. This functionality is important for motivating opportunities for learning in many problem-solving related educational fields, such as engineering.

A unique discipline is required by students when pursuing a degree online, as distance learning necessitates a student to develop effective time management and communication skills. It is imperative that distance learning universities develop a support system that include student forums, electronic billboards, instructor emails, electronic grade books with instructor comments, and student chat rooms. After reviewing the two articles in PR Newswire (2001, February 12) and PR Newswire (2002, June 17), it appears that the synchronous P2P tool of course chat rooms are beneficial in providing students an opportunity to find study partners, provide simulated problem-solving activities, and online, real-time meetings with professors and other students.

Blumenstyk (1999) indicated that a survey conducted in 1998 by UCLA reflected that over fifty percent of incoming freshmen utilize chat rooms as a means of communication. The chat room application in the online learning environment is a synchronous P2P tool that provides an excellent learning experience. Blumenstyk continued to state that students perceive chat room discussions will continue to contribute more to the educational value than even the traditional classroom discussions. Once a chat room session is completed, the online learning platform will record the activity in a chat room archive. This type of archive will provide an academic record to which the students and instructors can refer. If a student missed a chat room session, the student will be able to review the log and submit the student’s comments. Another significant benefit in accordance to an article written by Blumenstyk and the corporate website for e-college, students get a sense of live participation by utilizing the live chat room discussion. The new technologies are offering one audio and two-way text chat with much success.

According to Barstow & Rothberg (2002, July), synchronous course chat room applications allow two or more students to communicate via typed text messages in real-time. It is important for both the navigation system and the messages themselves be accessible to the students and instructors for a chat application to be truly available. According to articles written by Hagel & Brown (2001) and Blake (2000), there appear to be some common synchronous text chat accessibility problems. Barstow & Rothberg summarized some of these issues that included:

o       Complex and non-standard user interfaces

o       some exclusively mouse-driven functions

o       Need for simultaneous user attention to multiple areas

o       Fast pace of conversation may limit access by users who communicate slowly.

However, several articles also seem to indicate that the accessibility for all students could be introduced to the P2P tool. Barstow & Rothberg summarized the best methods by installing the following:

o       Simplify the user interface.

o       Provide help files, including an accessible orientation.

o       Provide keyboard accessible mechanisms to enable the user to quickly shift the focus between the message composition and the message monitoring areas.

o       Provide the choice not to automatically move focus to new messages as they arrive.

o       Provide an option to manually refresh the list of messages.

o       Provide mechanisms that allow users who communicate slowly to participate effectively.

While distance education is moving from an alternative form of education to a more-widely accepted model, it has the opportunity to move from the bottom edge of the marketplace to the mainstream in academics. The utilization of synchronous learning tools such as chat rooms provide a benefit that help move online education into the mainstream of higher educational institutions.

Donofrio (2006, March 9) discusses the importance of creating a new innovation paradigm to ensure a prosperous business outcome and the online education business is certainly an example of this. The online discussions (asynchronous) are a significant method of communication between instructor and students; however, the opportunity for utilizing chat rooms (synchronous) is another method that is gaining more importance. Chat room technology will provide a method to find study partners, provide simulated problem-solving activities, and online, real-time meetings with professors and other students. The sense of live participation will not replace online discussions (asynchronous) methods but will serve as an important aid in the overall learning experience for the student.

Based on the research and analysis of the chat room technology, the online students can find benefit in synchronous learning formats.  The benefits will include the following:

o       The students can receive help from colleagues through the chat room

o       The Lecturer can also posts answers to frequently asked questions in the chat room—thus using it as a type of bulletin board

o       The Lecturer can provide a real-time online meeting for the online learner

o       The students can participate in simulated problem-solving activities

While the chat room technology should not replace the asynchronous techniques, it can be utilized to complement the overall learning environment. Students having the availability to utilize the chat room to obtain live help from the instructor at pre-defined times should be an application that online schools and instructors should consider. A student getting a sense of live participation is a tremendous benefit from synchronous learning tools in online courses.
Reference:

Barstow, Cathleen & Rothberg, Madeleine (2002, July). IMS guidelines for developing accessible learning applications. Boston: WGBH Educational Foundation, retrieved on August 7, 2006 from http://ncam.wgbh.org/salt/guidelines/index.html

Blake, R. (2000). RC-Remote collaboration-computer mediated communication. University of California, Davis. Language Learning & Technology, 4,(1) 120-136.

Blumenstyk, G. 1999. The Marketing intensifies in distance learning. The Chronicle of Higher Education 45 (31): April 9. A27.

Bravo, Crescencio, Renondo, Miguel A., & Otega, Manual (2006, February). Collaborative environments for the learning of design: a model and a case study. Computers & Education. 46, 2, 152.

Donofrio, Nicholas M. (2006, March 9). An engine for innovation. Diverse Issues in Higher Education, 23, 2, 45.

Ecollege Corporate Website retrieved on August 7, 2006 from   http://www.ecollege.com

Guzdial, M. Kolodner, J. Hmelo, C., & Naravanan, H. (1996, April). Computer support for learning through complex problem solving. Association for Computing Machinery, 39, 4, 43-45.

Hagel III, J. and J. S. Brown (2001). “Your Next IT Strategy”, Harvard Business Review, Vol. 79, No. 9, , pp. 105-113.

Phillips, V. & Yager, C. (1999). The best distance learning graduate schools: Earning your degree without leaving home. Burlington, MA: Princeton Review.

PR Newswire (2006, July 11). Horizon Wimba unveils Pronto; School-centric instant messaging and voice chat tool integrates with Blackboard and Webct for spontaneous online student-to-student collaboration [Electronic].

PR Newswire (2001, February 12). Rutgers University adopts eCollege's(SM) on-campus solution system [Electronic]. 1.

PR Newswire (2002, June 17). eCollege and Dubai Internet City form knowledge access to make education more accessible [Electronic]. 1.

Primary Research Group. (1999). The survey of distance learning programs in higher education. New York: Primary Research Group.