scholarly journals Minimal Translations from Synchronous Communication to Synchronizing Locks

2021 ◽  
Vol 339 ◽  
pp. 59-75
Author(s):  
Manfred Schmidt-Schauß ◽  
David Sabel
Keyword(s):  
Synchronous Communication

Development and application of serial synchronous communication driver in Linux2.6

2010 ◽  
Vol 30 (3) ◽  
pp. 850-853 ◽  
Author(s):  
Jie-ting QIU ◽  
Ru-jun CHEN ◽  
Zhan-xiang HE ◽  
Kai-lin QIU
Keyword(s):  
Synchronous Communication

DERIVING AND SCHEDULING COMMUNICATION OPERATIONS FOR GENERIC SKELETON IMPLEMENTATIONS

2005 ◽  
Vol 15 (03) ◽  
pp. 337-352 ◽  
Author(s):  
THOMAS NITSCHE
Keyword(s):  
Iterative Solution ◽  
Synchronous Communication ◽  
Data Types ◽  
Communication Scheduling ◽  
Overlapping Data ◽  
Abstract Notion ◽  
Algebraic Data Types ◽  
Data Elements ◽  
Communication Operations

Data distributions are an abstract notion for describing parallel programs by means of overlapping data structures. A generic data distribution layer serves as a basis for implementing specific data distributions over arbitrary algebraic data types and arrays as well as generic skeletons. The necessary communication operations for exchanging overlapping data elements are derived automatically from the specification of the overlappings. This paper describes how the communication operations used internally by the generic skeletons are derived, especially for the asynchronous and synchronous communication scheduling. As a case study, we discuss the iterative solution of PDEs and compare a hand-coded MPI version with a skeletal one based on overlapping data distributions.

scholarly journals The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
Richard A. Schwier ◽  
Shelly Balbar
Keyword(s):  
Sense Of Community ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Bulletin Board ◽  
Virtual Communication ◽  
Graduate Seminar ◽  
Different Types ◽  
Group A ◽  
The University ◽  
Intellectual Limitations

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.

scholarly journals Online synchronous communication in the second-language classroom

2010 ◽  
Vol 35 (3) ◽  
Author(s):  
Elizabeth Murphy
Keyword(s):  
Second Language ◽  
Rural Areas ◽  
Online Communication ◽  
Synchronous Communication ◽  
Qualité Sonore ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technical Problems ◽  
Online Discussion Forum ◽  
Urban And Rural Areas

Abstract: The study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language (FSL). Participants were 92 Grade 6, FSL students and four teachers from urban and rural areas of Newfoundland, Canada. Data collection relied on online observation, teachers’ use of blogs and an online discussion forum, face-to-face planning and reflection meetings for teachers as well as interviews with all participants. Benefits included independence and peer-learning; authenticity and motivation; anonymity and confidence; enhanced self-esteem. Challenges related to teacher multi-tasking; poor sound quality; technical problems; momentum; grouping; scheduling. Solutions included use of student moderators; audio tutorials and direct messaging; activity tutorials; technical support and capacity building. The categories and their subcategories were grouped into two themes of positive affect and student-centered learning. Résumé : L’étude décrite dans le présent article a utilisé un cadre prenant en considération les bénéfices, les défis et les solutions afin de classer les données d’un dispositif expérimental utilisant la communication synchrone en ligne pour l’apprentissage du français langue seconde (FLS). Les participants étaient 92 élèves en FLS de sixième année et quatre enseignants de milieux urbains et ruraux de Terre-Neuve, Canada. La collecte des données s’est fondée sur l’observation en ligne, l’utilisation de cybercarnets et d’un forum de discussion en ligne par les enseignants, la planification en face-à-face et des réunions de réflexion pour les enseignants, ainsi que des entrevues avec tous les participants. Les bénéfices comprenaient : l’indépendance et l’apprentissage entre pairs; l’authenticité et la motivation; l’anonymat et la confiance; l’amélioration de l’estime de soi. Les défis se rapportaient à : la multiplicité des tâches incombant aux enseignants; la mauvaise qualité sonore; les problèmes techniques; la dynamique; le regroupement; la planification. Les solutions incluaient : l’utilisation d’élèves à titre de modérateurs; les tutoriels audio et la messagerie directe; le renforcement des capacités; les tutoriels d’activités. Les catégories et leurs sous-catégories ont été regroupées en deux thèmes, soit l’affect positif et l’apprentissage centré sur l’élève.

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