It is important to balance synchronous and asynchronous teaching to create a flexible and engaging online workload. Synchronous sessions bring energy and real-time connection through discussions, guest speakers, and group work, while asynchronous tools give students the flexibility and space to learn at their own pace.
Students have to be taught why this type of learning is beneficial to them and not just busy work to complete.
Comment on Dennis Roseta's post:
Dennis,
You are correct. It's all about engagement, learning, and most importantly, application of what is learned.
Comment on John Cabra's post:
John,
I offer the handouts after the guest speaker has completed their presentation. I want the students to be focused on what is being presented. Too often, when lecture notes are given to students, they do not show up for the presentation.
Comment on Michelle del Rosario's post:
Michelle,
There is no perfect method. Find what works best for the course, then do it. Yes, a few students will be left out.
Comment on Shelia Jennings-Jeter's post:
Shelia,
I open each course with this phrase: 'I am here to support your success.'
Comment on Andre Beaudette's post:
Andre,
I meet the students where they are at any given moment in time, and then attempt to find the resources that support their journey through the course.
Comment on Andre Beaudette's post:
Andre,
I refer to what you are saying as 'Language Specificity.'
What I share with my online students is that although they do not have to attend the GoToMeetings there will always be a synchronous discussion. In addition, there is learning that is not in a book or article.
The challenge is keeping the student engaged. It seems that attention spans are shorter in today's students, so I believe asynchronous learning is better, but not by itself. Asynchronous learning allows the student to review the material as many times as needed, and that is important. It is also important to include some synchronous learning times, so finding the correct balance is something that probably could be tailored according to the general personality of all the students.
It is important to balance synchronous and asynchronous teaching to create a flexible yet engaging online environment. Synchronous sessions bring energy and real-time connection through discussions, guest speakers, and group work, while asynchronous tools give students the flexibility and space to learn at their own pace.
Going forward, I teach a synchronous class but I;ll integrate some asynchronous compnents for reflection and deeper understanding. I’ll also keep checking in with students regularly to be sure they feel connected and supported, which I already do after each midterm
Asynchronous is defined as of 2 or more objects or events not existing or happening at the same time.
Asynchronous sessions do not require real-time interaction.
Course content is available online and is there for the students to access when it best suits their schedules. Assignments are completed by deadlines that are posted, so all students are made aware of what the course requirements are and when they need to be completed. It is common to create hybrid learning models, which include a blending of both synchronous and asynchronous deliveries.
Comment on Nancy Tosh's post: Thanks for shearing your experience Nancy
Synchronous and Asynchronous interactions both are important because students interactions are very important tools in learning
Comment on Leigh Miller's post: Book reading should be the learners choice. Thanks for your input in always enjoy others thoughts.
I like the guest lecturer concept to provide different perspectives. I would not want the students submitting questions in advance though. Getting the questions in advance is for amateurs.
Bringing in a guest speaker can help change the energy for a day and provide a new prespective.
The preparation of a material that makes the student get involved in the discussion , and interact , is the best way of enhancing the learning experience.
Here is a brief summary of my highlightis of lesson, would you add something else:
Learning Activities and Outcomes ✅: All learning activities must directly support the course's learning outcomes. Content should be clear, concise, and well-organized to help students achieve their goals.
LMS Proficiency 💻: Instructors must be familiar with their school's Learning Management System (LMS) to effectively design and deliver learning activities. Taking tutorials and practicing with the platform are crucial steps.
The Power of Questioning ❓: Using questioning as a teaching strategy, dating back to Socrates, is vital for engaging students in critical thinking and problem-solving. Online courses should offer many opportunities for students to both ask and answer questions.
Targeted Reading 🎯: Supplemental readings should be specific and targeted, rather than general, to ensure students can immediately see the value and relevance of the material. Hyperlinks are an efficient way to provide these readings.
Guest Lecturers 🎤: Including guest speakers can increase student interest and reinforce course content by providing real-world connections. Speakers should be chosen based on their ability to illustrate the value of the topics being studied.
Synchronous Learning 🗣️: Synchronous sessions (like live lectures or group work in breakout rooms) are real-time and help to create a sense of community. They should be engaging, planned, and delivered in a way that provides value to the students.
Asynchronous Learning 🚶: Asynchronous learning is student-centered and self-paced. It allows students to access content and complete assignments on their own schedule. Common methods include pre-recorded lectures, online discussion boards, and self-guided modules.
Hybrid Model 🤝: The most effective approach is often a hybrid model that blends both synchronous and asynchronous deliveries. This combination allows for a flexible learning pace while also providing opportunities for real-time interaction and community building to combat student isolation.
Guest speakers bring a valuable perspective to the course.
