Denise HolmesEvans

Comment on Kevin Hamilton's post: 

Absolutely—you make a great point. Combining both synchronous and asynchronous methods really allows instructors to offer the best of both worlds. I especially agree with your emphasis on easy access to content—that’s foundational. No matter how engaging or well-designed a course is, if students can’t easily find materials, deadlines, or instructions, they’re going to struggle.

I’ve found that having a clear structure (like consistent weekly modules with predictable layouts) helps students navigate asynchronous content more confidently. And in synchronous sessions, I try to use that time for connection, clarification, and discussion—things that really benefit… >>>

This module gave me a much deeper understanding of the differences, benefits, and challenges of synchronous vs. asynchronous learning—and how essential planning, organization, and communication are for both methods.

One key takeaway is that there is no one-size-fits-all approach. The best delivery method depends on the course content, student needs, and instructor's style. I used to think asynchronous was always better because of its flexibility, but I now understand that synchronous learning can offer powerful engagement and real-time support—if it's well-structured and respectful of students' time and commitments.

The idea of developing a “pattern of teaching” stood out to me.… >>>

Through this module, I’ve gained a deeper understanding of how essential it is to thoughtfully select technology tools that not only support teaching but also align with course organization and learning outcomes. I used to think of technology mostly in terms of access—laptops, software, and internet—but now I understand that true instructional technology involves tools like LMSs, virtual classrooms, screen capture, and digital portfolios that actively shape the learning experience.

One of the most important takeaways for me is the idea that a single tool may have multiple functions, but that doesn’t mean every function needs to be used. It’s… >>>