Constructive criticism is necessary when providing feedback.
While online we should provide students with feedback, and also allow students to have discussions
with their peers. The methods of asynchronous and synchronous explains some of the student
behavior while using online courses. Personally I have never thought that much about the differences.
I will now.
Givng regular feedback that fosters confence in students is essentail.
Asynchronous discussions are more effective to the online lerning enviroment than synchronous discussions. Students will likely be more delibrate and detailed in their written contributions, by incorporating asynchrouous discussions into the e-learning platform.
It is important to give moral support when teaching online.
I appreciated the information about online learning styles, and see the need for identifying the avoidant, competitive, and dependent learners. What I am still wondering is how to engage the avoidant student, but one-on-one synchronous chat early on might help. I will try to use more emoticons and colors and engaging visual and audio additions in my asynchronous lessons.
I find the different types of learning styles to be interesting and can apply that to in classroom learning as well. I also liked the emphasis on compensating for non-verbal cues when teaching online, something that is sometimes overlooked.
I learned that we need to be careful in our comments and make sure the students have enough information to be confident to discuss the topic. Keep it moving and be prepared to infuse new information if the discussion starts to lag.
The difference between asynchronous and synchronous meetings and the inportance of building confidence and motivation through constructive feedback.
Asynchronous and Synchronous content can be beneficial for students, providing different means of delivering content to students and engaging them.
I've learned that synchronous discussions can be best managed by setting a convenient time and duration for learners that may be geographically disbursed, setting a time for socializing at the beginning and end, breaking topics into shorter segments to allow participation and formulate responses, and limiting the sessions to five or six participants.
Encouraging on-going participation with asynchronous discussions has been a challenge for me in the past. Finding incentives and keeping formatting clear and to the point might help.
I learned how to effectively manage synchronous and asynchronous discussion . I also learned the best way on how and when to give feedbacks to learners.
There is a lot of thought that goes into preparing and initiating sessions. I see myself creating a checklist drawn from this course to help me prepare fir my courses.
Engaging learners in an online forum requires constant communication and a variety of learning exercises.
Knowing when to use the synchronous meeting for direct dialogue can help express the discussions made during asynchronous meetings. Interesting uses for both can help the students experience a more inclusive classroom.
It is important to try both types communications with the students and to get feedback from them as to how you are doing as an instructor.
I found the suggestion toask students how the course is going and how you are doing to be helpful. I would even ask them to share what other teachers are doing that they like so that I can make improvements.
I liked the idea of providing summaries of the discussion board for review and for the instructor not to post until the end of the discussion board.
Asynchronous instuction provides an aopportunity for all students to participate unlike a classroom setting where you may have one or wo students who consistently particiapte.
