Effective Asynchronous Learning in Online Courses

Asynchronous learning is a wonderful way for students to take courses and learn information, especially in the fast-paced world we live in today. People are increasingly more connected and this opens up opportunities for educators to teach students in this connected world.

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@ digitalchalk

Asynchronous learning is a method of learning that allows the student to be more flexible in their courses. Students can work at there own pace with a set time frame and is not bound to a weekly face-to-face schedule like a traditional classroom. The class room is available 24 hours a day and the student can be a part of designing their own learning experience. It allows students to go about their everyday lives while still allowing them the chance at an education.

While asynchronous learning is the perfect set up for independent learners and an effective solution for this fast-paced world, there can
be limitations in these courses. The flexibility of the course can lead to less student-teacher interaction in the course. This is where the instructor can make or break the learning experience in a course that uses asynchronous techniques. It is essential that the instructor find ways to make connects with the students in their courses and to help the student make those essential connections in the learning environment.

What do the Students Say? 

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While the enrollment in online courses and online programs have been steadily increasing over the past decade, students are not hesitant in voicing their opinions on their experiences in these courses. According to Ice, Curtis, Phillips, and Wells (2007), students have reported not having a the feeling of "being there" when in an asynchronous environment (p.5). This creates a disconnect for the student. Even if they love the online setting, they can feel lost and alone. Other studies have indicated similar findings with regard to the lack of instructor presence. According to Shea, Swan, and Pickett (2005), students that reported low levels of interaction with their instructors also reported lower levels of learning in those courses with that instructor. It is essential that instructors take the feedback offered by students in order to make sure there is a high level of interaction with the students to ensure their individual needs are being met.

What Can Instructors Do? 

Being an effective instructor in asynchronous environments is very important to the success of the course and the success of each student. There is a lot of research that deals with the importance of being an effective instructor in the asynchronous environment. Upon researching the literature on this topic, several themes have emerged that give clues on how to be an effective instructor in the asynchronous environment. These themes include, teaching presence, feedback on assignments, and engagement.

Teaching Presence

 Teaching presence in online classes was an important aspect in all of the research I uncovered. According to Shea, Swan, and Pickett (2005), students felt there was a sense of learning community in courses where the instructor was present. It is essential that students feel like they are in a classroom with other people and are not on this journey alone. Students need to feel like they have a place to turn and a place to get clarification. It is essential that the instructor make their presence known and is actively involved in the course. This mean that the instructor may need to spend more time interacting with a students in an online class than they would in a more traditional setting. The instructor needs to dedicate significant time with students in these environments to show them that they are important and that their is some one there to help and guide them.

Another study found a similar finding. According to Skramstrad, Schlossen, and Ovellena (2012), students who received timely communication reported a higher instructor presence and interaction. In the study, the researchers looked at the time of day when students worked on assignments. It was reported that students completed work in the evening each day. The students wanted to have feedback within 24 hours of their work submission. While that may be limiting to most instructor, the instructors who gave feedback within that time frame were perceived as be present and have a high amount of interaction by their students. While I agree that timely communication is important, it seems that 24 hours to respond on everything may be too demanding on the instructor. it seems that instructors may need to have aspects of their courses where they respond in that time frame, such as emails and messages. This should help the students feel like their instructor is present in the course and actively trying to help them.

Feedback and Communication on Assignments

Another significant point revealed in the literature looked at the importance of feedback on assignments. Ice, Curtis, Phillips, and Wells (2007) conducted a study where they looked at the difference between text-based feedback and audio-based feedback. The study revealed that students found the audio feedback was more effective for them. According to the researchers, the students felt more supported by their instructor and were willing to be more engaged in the course (p. 12). When the instructor takes the time to provide timely and thorough feedback, the student feels like they are in a real course that has more meaning. They become more actively involved because they have the feeling that someone is there supporting their journey. 

Other research supports these findings as well. According to Garrison, Baia, Canning, and Strang (2015), students need to feel the presence of the instructor and need the feel of a face-to-face component. Students in the study felt as if their needs would be meet in the online course if the instructors were more actively involved and if the instructors were engaged in the course activities themselves. This could be accomplished if the instructors actively post feedback and questions in the discussion forums and in the activities that are provided to the students. Students want to see feedback on what they are doing in the course. It helps them to feel like they are on the right track and learning the material they need to learn. Feedback and communication is essential to helping the students feel like they are in a community of support and learning. 

Engagement

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Engagement in the course was an important aspect of creating a community of learning in an online course. This includes the importance of the instructor being engaging and not just relying on students to be engaged on their own. It is essential that the instructor provide the foundation for that engagement. According to Giesbers, Rienties, Templelaar, and Gijselaers (2014), instructors who communicated with students in a variety of formats had students that were more actively engaged in the online classroom. This engagement could be achieved in different ways. The instructor could provide a synchronous component or provide varied activities that appeal to different types of learning styles. When the student feels like there is something in the class "for them" they are more likely to engage in all of the material. According to the same researchers, instructors who used synchronous methods had an increased participation in the asynchronous component. This seems to show that these two types of formats (asynchronous and synchronous) are linked in a successful online course, at least with regard to engagement.

Other research supports this theme as well. According to Canal, Ghislandi, Micciolo (2015), student engagement is essential for student success. It is also noted that student engagement is heavily tied to successful student completion. This means that it is essential for instructors to engage students through activities to get them active and involved. This leads to higher completion rate in the course and, in turn, in their program. It is essential for instructors to provide opportunities for students to get excited about the material. Assignments with multiple formats or options of completion can help the student be more active. Instructors must design and participate in a course with the students in mind. This will lead to a higher engagement in the course. 

Wrap Up

While there is a lot of research to be done, it is essential that instructors make changes to their presentation and involvement in their online courses. Students have expressed an overwhelming need for the instructor to be visible in the classroom and actively participating in the course. Asynchronous learning can be a wonderful learning model as long as instructors do their best to be present, give timely and productive feedback and encourage and promote engagement with all of the material in the course. 

Resources:


Canal, L., Ghislandi, P., & Micciolo, R. (2015). Pattern of accesses over time in an online asynchronous forum and academic achievements. British Journal of Educational Technology, 46(3), 619-628.


Garrison, G. D., Baia, P., Canning, J. E., & Strang, A. F. (2015). An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program. American journal of pharmaceutical education, 79(2).


Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50.


Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of Community. Journal of Asynchronous Learning Networks, 11(2), 3-25.


Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.


Skramstad, E., Schlosser, C., & Orellana, A. (2012). Teaching presence and communication timeliness in asynchronous online courses. Quarterly Review of Distance Education, 13(3), 183.