Consideration of convenience and flexibility typically leads instructors and instructional designers to favor asynchronous over synchronous learning. But given the potential benefits of synchronous communication, perhaps it’s time to rethink the 100 percent asynchronous course.
Emphasizing learning objectives over technology, this session walks you through a decision-making process based on what you want students to learn and helps you find the most effective way for them to process it.
Interactive, synchronous web conferencing software such as WebEx, Blackboard Collaborate and even Skype are innovative tools that can be implemented by faculty teaching both hybrid and fully online courses. When faculty at Towson University began using WebEx to incorporate a synchronous component to their courses, they discovered that interactive web conferencing (IWC) delivers many benefits.
If you have taken online courses, you have likely gained some valuable insights into what to do and what not to do as an online instructor. If you have never been an online learner, here are some lessons learned from Anna Brown, a learning technology specialist enrolled in a hybrid doctoral program in learning technologies.
When teaching and designing courses, I find that it’s easy to slip into autopilot and use the same tools and strategies over and over. Autopilot can be comfortable and easy, but I know I don’t do my best work in that state. So I try to look at my courses and materials with fresh eyes as often as I can. Often, I’ll ask another faculty member or designer to look at what I’m designing with a critical eye, and I return the favor for their courses.
A funny thing happened to some graduate students at Drexel University. They enrolled in an online program, drawn by the anytime/anywhere convenience the medium affords, but found that one of their favorite aspects was the live synchronous learning elements.