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Ivana Cechova et al.
peers. Students may spend more time refining their contributions, which are generally considered
more thoughtful compared to synchronous communication (Hrastinski 2008). Synchronous learning,
commonly supported by media such as videoconferencing and chat, has the potential to support
learners in the development of learning communities. Learners and teachers experience synchronous
learning as more social and avoid frustration by asking and answering questions in real time.
Synchronous sessions help learners feel like participants rather than “isolates”.
The debate about the benefits and limitations of asynchronous and synchronous learning seems to
have left the initial stage, in which researchers tried to determine the medium that works “better”—
such studies generally yielded no significant differences (Gunawardena, McIsaac 2004). According to
Hrastinski instead of trying to determine the best medium, the e-learning community needs an
understanding of when, why, and how to use different types of e-learning. Note also that the users
decide how to use a medium (Hrastinski 2008). For example, in some instances eMail is used nearsynchronously
when users remain logged in and monitor their eMail continuously. Thus, the
difference between asynchronous and synchronous e-learning is often a matter of degree. A solution
is offered by Mason, who uses the new term multi-synchronous learning. The term multi-synchronous
learning refers to the combination of both synchronous and asynchronous learning with the emphasis
on advantages of both of them. Multi synchronous learning may include the following elements:
Web-based conferencing/chats to hold online lessons
eMail to send messages, homework and feedback and for announcements
Face-to-face lessons/meetings to start and finish a course (Mason 1998b, Cassell, 2011).
However, language teachers must be fully aware of the following facts: who their students are, what
their needs and wants are, and what their preferences in the language training and their motivation
might be.
3. LMS Barborka
The teachers at the Language Training Centre (LTC) of the University of Defence (UoD) are aware of
the contemporary trends in distance language learning and the involvement of ICT in teaching. We
have implemented the Learning Management System (LMS) Barborka into the managing and
teaching of distance study programme students. LMS Barborka allows the creation, administration,
and use of the study supports included, which are distributed by the Internet or on the intranet of the
UoD. In addition to tools for the creation, administration and distribution of courses, LMS contains
tools for communication both among students and between students and the teacher. It consists of
the following four basic subsystems:
Author – it serves for designing appropriate study supports, which include texts with various
pictures, animations, video sequences, or sounds to give the students structured material as
comprehensible and clear as possible.
Student – this subsystem enables learners to go through the texts, communicate with other
students and teachers/tutors via the Barborka mail system. Students can use electronic study
supports at any time and place if there is Internet access available. It is also possible to print the
materials and study without Internet access.
Tutor – this subsystem enables the managing of the teaching process; it serves for administration
of students and courses, assigning homework, giving basic information to students about the
study course, and communicating with them.
Administrator – it enables the registering of courses, students and their results, it also records
study groups and teachers.
Electronic study supports deal with courses of general English, professional English – military,
economic and management topics and vocabulary, and for the higher grades also specific vocabulary
of their specializations. The electronic supports are supplemented with exercises both for reflection as
well as those which enable feedback, and thus allow monitoring of the comprehension of the studied
materials, either in communication with the tutor, or with independent work. Instantaneous feedback is
ensured by the interactive exercises created by the ‘Hot Potatoes’ program. Study supports are
appreciated by students because they help them to prepare both for the final tertiary exams as well as
for the STANAG 6001 (SLP 2-3) standardized exams.
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