What are the challenges and opportunities of using synchronous and asynchronous learning methods?

I have and will continue to challenge the language of ‘synchronous vs asynchronous’. As a design choice this is not a binary, and nor is one better than the other. The aim for learning designers and educators is to select the appropriate blend of synchronous and asynchronous learning for a specific context.

I appreciate an approach that starts with the end in mind with regards to outcomes and engagement techniques to achieve student success. Whether asynchronous or synchronous delivery method, a student-centered approach will ensure successful engagement leading to better outcomes. Clarity of expectations, repetitiveness of instructions, and opportunities for multiple points of providing engagement with course materials are central tenants of success online courses. Synchronous: live polls and breakout rooms/sessions can help with "live" engagement strategies to give students the options to participate. Asynchronous, it is important to create a community feel throughout the course since there may be no options for "live engagement".

In my experience synchronous learning requires students to participate at specific times, limiting flexibility and creating barriers for those with other obligations. Technical issues such as unstable internet connections can also be problematic. Additionally, synchronous learning offers limited individual attention and reduced participation, as well as less self-paced learning. Time zone differences can also be a challenge for international students but I have not experienced this in my own delivery.

I've found that both methods have advantages and challenges. Synchronous learning allows for real-time interaction and feedback but can be limited by technology barriers and scheduling conflicts. Asynchronous learning provides more flexibility but, requires students to be more self-motivated. Combining both synchronous and asynchronous learning methods can be the most desirable approach as it balances real-time interaction and flexibility. This approach allows students to benefit from immediate feedback and collaborative learning while allowing them to access course materials and complete assignments at their own pace. I aim to incorporate both methods in my courses to create a dynamic and engaging learning experience for my students.

I teach some trade related courses that are heavy on labs. Asynchronous teaching allows me to spend more time in the lab with the students. I recorded the lectures and created assessments built into our LMS. Now when students come to class, I start with the main points of the lecture and then move into the lab. This allows me to spend more time one on one with the students.

All learning comes with its own set of challenges. I think virtual learning can present technology challenges, but I think many of the other challenges that are listed here can be overcome with good design and good virtual facilitation. The thing is that good design and good facilitation look different in the virtual room. A few things I've found helpful for design: prioritize what people need to be able to do and focus on fewer things; intentionally build trusting relationships among learners from the beginning; ask closed questions that are easy for learners to answer, then create engaging conversation that allows learners to elaborate on their answer and share their experiences; get playful and creative.

Asynchronous learning as stated has many positive benefits however, a major drawback is a lack of what can be best explained as a comparative evaluation of how it compares to in-person learning. There are so many factors to be measured, many of which are not evaluated and these unknowns should raise red flags.

An area that many institutions that are now (and we all should) evaluating the socio-economic impacts and disparities that create barriers for students in fully online environments. One example is to identify early on those students entering with low GPAs and providing a cohort mentorship model to create relationships with fully online learners that might otherwise feel disconnected or even lost in the ether of online learning. These meaningful, intentional, and proactive steps help to combat with barriers of success such as: distractions at home; limited social interaction; lack of personalized interaction and attention as some examples.

I've found great value in creating a relaxed yet professional vibe from the very beginning. I shun the notion that professional training must be stiff and formal to be valuable. Rather, I think it should be informal, even fun. To that end, I set a light, collegial, sharing tone and watch others enjoy it – even indulge in it – as they learn.

There is great value in utilizing a data-driven approach represented as a learner dashboard leveraging leading analytics such as: diversity and inclusion metrics; GPA's; assessment data; course completion rates; time to degree completion rates; retention rates; areas of student satisfaction as some examples. These metrics should be specific to the institution and working groups comprised of academic and administrative representatives to evaluate and impact changes to help students in their online academic journey.

Agreed and as a somatic trainer I know that what keeps the aliveness of the learning is bringing it back to the body, adding an emotional dimension of curiosity and giving movement-based exercises that crystallise the learning. Turning the learning from a thought to an embodied experience of knowing. Just as babies do their learning through play exploration and sensory based movement, this is what keeps virtual and in person learning alive, exciting and creates learning that really sticks.

Institutions are behooved to prepare new incoming online students for their academic journey and progression. Some examples of this are: orientation programs, assessment of student readiness, providing instructions on where and how to access resources that are there to support them, offering support services in the modality and times that are most appropriate for online learners, and setting and managing expectations such as communicating deadlines, communication policies, and academic integrity policies.