A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted a strong sense of community. At the same time, it was viewed as less effective than asynchronous communication for dealing with content and issues deeply, and it introduced a number of pedagogical and intellectual limitations. We concluded that synchronous and asynchronous strategies were suitable for different types of learning, and what we experienced was a balancing act between content and community in our group. A combination of synchronous and asynchronous experiences seems to be necessary to promote the kind of engagement and depth required in a graduate seminar.

This study explored the outcomes of a voluntary visitation program at a Canadian penitentiary, focusing on benefits to male inmates, volunteers, and the institution. Inmates valued having a safe place to talk and observed that the visits helped them cope with life in the penitentiary and build relationships. Visitors felt they had become more empathic and tolerant and more appreciative of their own quality of life. Staff members indicated that the institute benefited from having a group of offenders with a more optimistic outlook and who were more in touch with the outside world. Last, opening doors to regular members of society provided a form of accountability in which the institute gained credibility in the community.