To learn more about how to balance between synchronous and asynchronous learning activities in remote teaching, it is necessary to unpack the advantages and disadvantages of using either of these modalities of learning. In general, given their individual strengths and weaknesses, the choice of one over the other is shaped by the kind of material that the instructor will use and present to the students.
The ASEAN University Network (AUN) and the Universidad de Deusto’s (UD) Remote Attendance Learning Model presents a learning design that combines both synchronous and asynchronous learning based on a framework that links the elements of:
- Learning Methodology – What type of modality is employed? Synchronous or asynchronous?
- Technology – What technological tools are appropriate and enhance both synchronous and asynchronous teaching? How are various modes of assessment creatively designed? (for example, what technological tools are available to design an interactive quiz?).
- Examples of technological tools: See the following videos tutorials on Google Jamboard, Twidda, Youtube studio, Loom,Perusal, Padlet, etc. A reminder that padlet.com is one of the external URLs that may be uploaded and integrated in the Canvas platform.
- Motivation and Engagement – How can remote learning be designed while taking into consideration peer to peer and student and teacher interaction ? How may a bland activity (lecture, supplementary reading, etc) be transformed into a collaborative activity for students?
- Student workload – How does teaching ensure some kind of balance between contact and learning hours? How is the course organized to provide greater course structure?
- Assessment – Which mix of assessments simultaneously contributes to effective teaching? For example, how much live lecture, quizzes and discussion posts should be included in the module? How are these to be distributed?
To know more about how flexible learning and instruction, read on…
“Experiential learning is key here, requiring students to delve into authentic problems, and extend their classroom knowledge to real-world experience.” — Worcester Polytechnic Institute
Learn more about the limits of synchronous meetings.
The teacher-coach role in online teaching.