Asynchronous learning

Development of an asynchronous community

Though the social relationships integral to group learning can be developed through asynchronous communication, this development tends to take longer than in traditional, face-to-face settings. The establishment of an asynchronous community takes time and effort and tends to follow a projected course of five stages, as described by Waltonen-Moore et al.:

1. Introductions – This might include a full biography or a short "getting-to-know-you" questions. Through this step, community members begin to see one another as human beings and begin to make a preliminary, emotive connection with the other members of the community. This step is often characterized by emotive or extravagant language and represents group members' attempts to make themselves known as living individuals behind the emotionless technology medium.
2. Identify with the group – Members begin to communicate with one another by reference to their commonalities as group members and seek to either establish or make known norms for successful membership. If this sense of group identity is not established, the likelihood of poor participation or attrition increases.
3. Interact – Members will start interacting with one another in reference to the community's established focus and begin to share information with one another. If the community is an online learning course, then students will begin to discuss course content.
4. Group cohesion and individual reflection – members of the group will begin to validate one another's ideas and opinions while, at the same time, being reflective of their own.
5. Expansive questioning – Now feeling completely comfortable within the environment, focused upon the content, and respectful of other group members' thoughts and experiences, members will begin to not only post facts and deeply held beliefs, but will actually start to "think out loud", allowing other group members to take part in their personal meaning-making and self-directed inquiry.

Asynchronous communities that progress efficiently through these stages tend to share at least three common attributes:

First, the community has an active facilitator who monitors, guides, and nurtures the discourse. Unguided communities tend to have difficulty progressing beyond the second stage of development, because group members can become distracted from the community's intended purpose.

Second, rather than seeking to take on the role of an instructor or disseminator of knowledge, the facilitator recognizes that knowledge is an individual construct that is developed through interaction with other group members. Thus, facilitators within successful communities tend not to be pedantic, but supportive.

And third, successful asynchronous communities permit a certain amount of leniency for play within their discourse. That is, communities that insist upon being overly stringent on etiquette and make no room for the social development that comes from play seem to drive away participants. Rather than enriching discourse on the targeted topic, such attitudes have a negative impact on group identity development and individual comfort levels which will, in turn, decrease overall involvement.

Roles of instructors and learners

Online learning often entails a transition from teacher-centered instruction to student-centered approaches, with instructors taking on multiple instructional and facilitative roles. The constructivist theory that supports asynchronous learning demands that instructors become more than dispensers of knowledge; it requires that they become instructional designers, facilitators, and assessors of both grades and their teaching methods.

As instructional designers, emphasis is placed on establishing the curriculum, methods and the media through which the content will be effectively delivered. Once the design is in place and executed, the instructor must then facilitate the communication and direct the learning. Instructors typically have to be proficient with elements of electronic communication, as asynchronous courses are reliant on email and discussion board communications and the instruction methods are reliant on virtual libraries of e-documents, graphics, and audio files. Establishing a communal spirit is vital, requiring much time commitment from the instructor, who must spend time reading, assessing, reinforcing, and encouraging the interaction and learning that is happening.

The student-centered nature of asynchronous online learning requires students to be actively involved with and take more responsibility for their own learning. In addition to their normal duties as learners, students are required to:

• Become proficient with the technology required for the course;
• Use new methods of communication with both peers and instructors;
• Strengthen their interdependency through collaboration with their peers.

Strengths

Asynchronous learning's greatest benefit to students is the freedom it gives them to access the course and its instructional materials at any time they choose, and from any location, with an Internet connection. This allows for accessibility for diverse student populations, ranging from traditional, on-campus students, to working professionals, to international students in foreign countries.

Asynchronous learning environments provide a "high degree of interactivity" between participants who are separated both geographically and temporally and afford students many of the social benefits of face-to-face interaction. Since students can express their thoughts without interruption, they have more time to reflect on and respond to class materials and their classmates than in a traditional classroom.

Research shows that the time required to initially design an asynchronous course is comparable to that of a traditional synchronous course. However, most asynchronous courses have the potential to reach far more students than a traditional course and course-wide updates or modifications can be disseminated far more quickly and efficiently than traditional lecture models.

Schifter notes that a perceived additional workload is a significant barrier to faculty participation in distance education and asynchronous learning, but that perception can be mitigated through training and experience with teaching in these environments.

Asynchronous learning, and many synchronous online learning environments, often provide a record of instructional activities. Materials, communications, and interactions may be electronically archived, enabling participants to review lectures, presentations, and correspondence. Access to these records is typically available to course participants.

Shortcomings

Asynchronous learning environments pose several challenges for instructors, institutions, and students. Course development and initial setup can be costly. Institutions must provide a computer network infrastructure, including servers, audio/visual equipment, software, and the technical support needed to develop and maintain asynchronous learning environments. Technical support includes initial training and setup, user management, data storage and recovery, as well as hardware repairs and updates. Research indicates faculty members who are hesitant to teach in asynchronous learning environments are so because of a lack of technical support provided by their institutions. However, for faculty to teach successfully in an asynchronous learning environment, they must be technically adept and comfortable enough with the technological tools to optimize their use. According to a recent case study in India, asynchronous learning during COVID-19 pandemic is quite stressful among students because it placed more responsibilities and made students feel frustrated and insecure.

To participate in asynchronous learning environments, students must also have access to computers and the Internet. Although personal computers and web access are becoming more and more pervasive every day, this requirement can be a barrier to entry for many students and instructors. Students must also have the computer/technology skills required to participate in the asynchronous learning program.