As we have seen in the previous module, we know that online teaching can be synchronous, asynchronous or a blend of both modalities. But in practice, how do these online teaching methods compare to face-to-face instruction? We explore below the Bandwidth Immediacy Matrix developed by Daniel Stanford (2020).

Bandwidth Immediacy Matrix

Daniel Stanford presents a two-by-two graphical representation based on bandwidth and immediacy.

Bandwidth is the rate of data transfer, with online tools ranging from low bandwidth (e.g. email) to high bandwidth (e.g. video conferencing tools). Some educational tools require fast and reliable internet access, which can represent a barrier to students who live in rural communities with unreliable internet connection.
Immediacy is how fast we expect individuals to interact with us and with each other. Face-to-face office hours have a fast response time between the instructor and student, whereas email correspondence is less immediate.

Stanford suggests that instructors make use of low-bandwidth tools that lend themselves to a sense of immediacy, like collaborative documents and group chat. We're not suggesting that all synchronous instruction should be avoided, but rather that a balance of approaches may be called for in these extraordinary circumstances.

bandwidth vs immediacy

Source: https://www.iddblog.org/videoconferencing-alternatives-how-low-bandwidth-teaching-will-save-us-all/

Sanford designates four zones by placing bandwidth (vertical axis) and immediacy (horizontal axis) together:

1. Yellow zone (high bandwidth, low immediacy): asynchronous options, such as pre-recorded audio or videos. To be effective, these methods require careful planning, time for development and implementation.

What resources exist at UBC? (click to expand)

2. The Red zone (high bandwidth and high immediacy): these methods intend to replicate face-to-face teaching and natural conversations, but are often not accessible to everyone. They hold time constraints for students who are not always in the same time zone and can generate anxiety for students to join them. Recording these live sessions can help address some of these concerns.

What resources exist at UBC? (click to expand)

3. The Green zone (low bandwidth, low immediacy): these are unappreciated methods that have been widely used in online learning for many years. Examples include file sharing, discussion boards, email. These tools provide a practical foundation and are often easy to integrate into your teaching practice.

What resources exist at UBC? (click to expand)

4. The Blue zone (low bandwidth, high immediacy): these modalities focus on practical immediacy such as engaging in group chats and working on collaborative documents (e.g. Google Docs). They can be synchronous and asynchronous and focus on learner-learner and learner-instructor engagement.

What resources exist at UBC? (click to expand)

Note: If you are wondering about the internet coverage in Canada, Tony Bates provides an overview of the policy and actual implementation with a comparison between the Canadian population, rural communities and first nations: https://www.tonybates.ca/2020/04/28/online-learning-and-covid-19-internet-coverage-in-canada/