Synchronous And Asynchronous Approaches To Teaching

This book examines synchronous and asynchronous teaching in light of the COVID-19 pandemic. Within a few weeks, millions of teachers found themselves forced to teach online, often with little systematic preparation and in their own homes. While this mode of teaching was earlier seen to be supplementary to brick-and-mortar classes, online teaching has become pivotal to the classroom experience. The chapter authors write of shared experiences that encapsulate the challenges faced by faculty, students and also higher education institutions. The book covers what worked, what did not work and what had to be changed during the rapid shift to online synchronous and asynchronous teaching during the lockdowns. Comprising both theoretical and practical perspectives, this book provides one of the first authoritative analyses of the field, while gathering lessons to be learned from the pandemic.

Exploring online learning through the lens of synchronous and asynchronous instructional methods can be beneficial to the online instructor and to the course designer. Understanding the underlying theoretical foundation is essential to justify both types of instructional pedagogies. Learning theory as it applies to online environments encompasses myriad techniques and practices. Edited by Dr. Cynthia Mary Sistek-Chandler, who was named the 2020 Higher Education Technology Leader Winner by EdTech Digest, Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods is an essential scholarly book that provides relevant and detailed research on the applications of synchronous and asynchronous instructional pedagogies and discusses why they are critical to the design and implementation of contemporary online courses. Featuring an array of topics such as student engagement, adaptive learning, and online instruction, this book is ideal for online instructors, instructional designers, curriculum developers, course designers, academicians, administrators, e-learning professionals, researchers, and students.

Find out how to apply learning science in online classes The concept of small teaching is simple: small and strategic changes have enormous power to improve student learning. Instructors face unique and specific challenges when teaching an online course. This book offers small teaching strategies that will positively impact the online classroom. This book outlines practical and feasible applications of theoretical principles to help your online students learn. It includes current best practices around educational technologies, strategies to build community and collaboration, and minor changes you can make in your online teaching practice, small but impactful adjustments that result in significant learning gains. Explains how you can support your online students Helps your students find success in this non-traditional learning environment Covers online and blended learning Addresses specific challenges that online instructors face in higher education Small Teaching Online presents research-based teaching techniques from an online instructional design expert and the bestselling author of Small Teaching.

This book examines synchronous and asynchronous teaching in light of the COVID-19 pandemic. Within a few weeks, millions of teachers found themselves forced to teach online, often with little systematic preparation and in their own homes. While this mode of teaching was earlier seen to be supplementary to brick-and-mortar classes, online teaching has become pivotal to the classroom experience. The chapter authors write of shared experiences that encapsulate the challenges faced by faculty, students and also higher education institutions. The book covers what worked, what did not work and what had to be changed during the rapid shift to online synchronous and asynchronous teaching during the lockdowns. Comprising both theoretical and practical perspectives, this book provides one of the first authoritative analyses of the field, while gathering lessons to be learned from the pandemic.

"This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"--Provided by publisher.

The book is a collection of chapters written by the participants of a free open course on the Canvas Open Network entitled Humanizing Online Instruction. In the course, a variety of methods for increasing presence in online courses were shared in this multi-institutional, international, online professional learning opportunity.

This book provides a framework for synchronous and asynchronous online language teaching. It elaborates on the key features of an online teaching setting, including the instructional media that are involved in it, their affordances and limitations, and recommends ways to adapt pedagogy to suit the online environment. To this end, the book draws on well-established language teaching methods that have been widely used in the physical classroom and puts them to the test by applying them online. This results in the emergence of an e-clectic approach that enables language teachers to be flexible and intentional in their online classroom-related decisions and combines good practices that cut across the broader methodological spectrum with personal teaching preferences, teaching style, and stakeholders’ specifications always considering the capabilities of the setting and the tools currently available to teachers and learners. The book enables teachers to be critical and reflective of their own online teaching practices and equips them, via analysis of live online language sessions, with the necessary skills to confidently engage with screen layout. It also addresses the prominent issue of adapting teacher and learner identity in the online context, and examines their respective roles in online language sessions in a holistic way, offering guidance and support for the practicing online language teacher.

In order to be successful, online learning should be planned systematically. It can be said that offering distance education courses without preparation and knowledge about the theoretical background can cause drawbacks. While distance education has become widespread and popular, it is observed that there could be problems in its application. Such problems can include technical problems, inability to meet the learning needs at the learners’ own speeds, lack of communication among learners and between learners and teachers, and lack of quality materials appropriate for online learning or the inclusion of materials used in traditional methods directly into online learning. For successful online courses, these critical aspects of distance education are important, and they should be taken into account by the institutions and the instructors offering online courses. The Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments provides up-to-date knowledge and experiences regarding technologies, processes, and environments for online course design in distance education systems and covers topics related to the aspects of successful distance education systems with a focus on teaching and learning in online environments. Focusing on topics such as instructional design and integrated systems, it is an ideal guide for online course designers, instructional designers, curricula developers, administrators, educators, researchers, trainers, and students.