Examining Asynchronous & Synchronous Strategies For Active & Engaged Learning
Challenge - How to use asynchronous & synchronous activities effectively to meet your learning objectives
- Help faculty overcome the tendency to focus on the location of class (online or face-to-face) rather than the mode of instruction or interaction best aligned with learning objectives
- Force faculty to think beyond “what do I do?” to examine “WHY do I do what I do?”
- Emphasis on targeting learning objectives rather than content coverage
- Understanding the unique strengths/advantages inherent in synchronous and asynchronous learning strategies
Advances in technology are blurring the boundaries between in-class and out-of-class learning activities. In this webinar, you will explore a decision-making process for determining the most appropriate mode of interaction (asynchronous versus synchronous) for creating an active, engaged learning experience.
Frequently, best practices in teaching and learning are based on the mode in which a class is offered (face-to-face or online). While this has been historically useful, advances in technology have created instructional and interaction opportunities that blur the boundary between physical and online classrooms. Just as asynchronous activities can be incorporated as out-of-class activities to support face-to-face classes, synchronous interactions can be utilized as a component of an online course. As such, to create engaging learning experiences, faculty must think beyond class type (face-to-face or online) to focus on the mode of teaching and learning (synchronous or asynchronous) that will most effectively meet their learning objectives.
Asynchronous activities are particularly well-suited for learning objectives that require research, development, or individual practice; in contrast, synchronous activities are best for targeting difficult concepts in which students need immediacy or guidance. In this webinar, we will explore a decision-making process for selecting synchronous or asynchronous activities as a function of what you want your students to know, value, or do. Utilizing Bloom’s Taxonomy as a foundation, you will evaluate individual learning objectives to align instructional goals with the mode of interaction to create an active, engaged classroom experience.
- Understand the distinction between an instructional paradigm and a learning paradigm
- Integrate course blueprinting to focus on learning objectives and outcomes
- Apply decision-making processes to instructional activities and objectives to determine the best mode of delivery
- Examine the unique strengths of synchronous and asynchronous instruction
- Align the mode of delivery (asynchronous or synchronous) to meet learning objectives
- Shift instructional focus from location (classroom vs. online) to emphasize mode (synchronous vs. asynchronous)
- Faculty (full-time, adjunct, campus, online)
- Instructional Designers
- Faculty Development
- Any educator interested in learning more about instructional technology
“Faculty often get wrapped up in the location of their course (classroom or online) but fail to consider that advances in technology have blurred the distinction between these learning environments. Instructional technology allows for asynchronous activities within a face-to-face class as well as synchronous interaction in the online classroom. As such, designing an engaging, meaningful learning experience relies less on the type of class (face-to-face or online) and more on selecting the most appropriate mode of interaction (synchronous or asynchronous) to meet learning objectives.”
B. Jean Mandernach, Ph.D. is Executive Director of the Center for Innovation in Research and Teaching at Grand Canyon University. Her research focuses on enhancing student learning in the online classroom through innovative instructional and assessment strategies. In addition, she has interests in the development of effective faculty evaluation models, perception of online degrees, and faculty workload considerations. Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, an M.S. in experimental psychology from Western Illinois University, and a Ph.D. in social psychology from the University of Nebraska at Lincoln.
Bio current as of July, 2021.
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We take quality seriously, and so all of our workshops are top notch in terms of content and look. However, if we know how you plan to use StudentLingo (FYE, Retention, Probation, TRIO, etc.), we can make workshop recommendations.
Funding is a little tight, how many workshops can I get for $XX?
You can buy the entire StudentLingo package (50 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.
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This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.
How have other schools leveraged reporting?
- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
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- I think a great way to get started on how you want to use the data is to ask yourself some questions:
- How will I know if StudentLingo was successful?
- What do I hope students will gain from access to StudentLingo?
- What data is important for me to know in order to show that StudentLingo is a worthwhile purchase?
What is TutorLingo?
TutorLingo is a series of 9 online training modules that prepare tutors by providing the basic skills necessary to support their peers in becoming more independent and strategic learners.
Should the TutorLingo trainings be viewed in any particular order?
No, each training is a stand-alone workshop, and they can be viewed in any order.
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The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
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Yes. CRLA members receive a 10% discount on TutorLingo.
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Yes. The admin view is an upgrade and costs $500, but gives you the ability to access completion data more efficiently and in real time. If you don’t want the admin view, we provide monthly usage reports.
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ParentLingo is a go-to resource that institutions can easily share with parents to encourage student independence, growth & success. ParentLingo is a shared resource that recognizes and includes parents as partners in the educational process.
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What features are included?
- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
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- ADA Compliant & Responsive Design
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- Designated Instructional Designer
- Flexible Pricing (College Payment Option Or Parents Pay Directly)