Asynchronous Technologies Support Learning And Teaching

The successful use of a LMS can improve an organization and aid in gaining control of your management. The right LMS for your organization will have useful tools to collaborate and help organize the classroom setting. It can be useful in teaching and reinforcing positive training sessions in a school.

via a learning ‘platform’ or Virtual Learning Environment (VLE) also known as a Learner Management System (LMS), or a virtual classroom, a VLE web based platform and which

Asynchronous tools enable communication and collaboration over a period of time through a "different time-different place" mode. These tools allow people to connect together at each person's own convenience and own schedule. Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that

Once course content is uploaded by instructors to a Learning Management System (LMS) such as Blackboard, Moodle or Angel, the entire class can be contained online within a fairly limited space. This means that written comments or lectures from the instructor, Power Point slides, streaming videos, pod casts, and other kinds of content can be freely accessed by students at any time. A popular feature of many courses is the discussion board which encourages asynchronous communications with faculty and student peers. Occasionally, synchronous activity may be required, including group work or group chat. It is strongly recommended that students read syllabi carefully before committing to a particular class, and that they speak directly with the instructor about the amount of time that the class will be engaged in synchronous activities such as group

A method to consider is the integration of a hybrid-style environment where technology is integrated into an existing course or parts of an existing course may be moved online. Arguably the hybrid course is an excellent choice for improved student learning with effect use of pedagogy (Brunner, 2006, p. 230). There is evidence showing that face-to-face and online classroom formats can help students build a sense of community. The benefits of both formats can be present in the hybrid course (Brunner, 2006, p. 231). Incorporating student to student or student to instructor discussions can be a vital part of an active learning environment. However, the conventional face-to-face synchronous discussion style has its limitations. A select few

Distance learning (education) has become an integral part of the education process over the past few decades and is growing in popularity as technology advances.(Willis 1992) describes distance education (as) "the organizational framework andprocess of providing instruction at a distance. Distance education takes place when ateacher and student(s) are physically separated, and technology…(is) used to bridge theinstruction gap." (Coutts 1996). Furthermore, "distance learning activities are designedto fit the specific context for learning, the nature of the subject matter; intended learningoutcomes, needs and goals of the learner, the learner's environment and the instructional echnologies and methods." (American

Learning is more than just receiving information. Traditionally learning was to be in campus, where students would interact with one a another, there were no other ways for learners to get educated beside going to the classroom and listening to the instructor. Nowadays the Internet has brought different ways for people to receive information, such as getting education and degrees online. A few years ago online education was never thinkable, and yet it has become to reality and it is widely expanding with popularity. Online education is a type of educational instruction that delivers learning to individuals to their own homes, and it is getting very popular among nontraditional student and others. Individuals prefer online education

In the words of Zephe and Leach (2010, 171), my preferred teaching style is aimed to “create learning that is active, collaborative and that fosters learning relationships”. It is quite common for my student to comment and describe my teaching approach as highly interactive. It was important for me to reflect on the usefulness of web-based resources as a tool of engagement in bringing about improvement in the individual learners at my annual appraisal, as well as how it can expand participation for part-time and distance learners and other with additional needs.

Within the course, I had the opportunity to participate in synchronous learning as well. We had meetings twice a week online via Blackboard. I was able to learn about how to communicate with classmates effectively; this process required being able to follow the live streams of both the instructor and the multiple other students in the class. Admittedly, it was difficult to keep up at times and still respond to the topic of discussion. However, through practice, I was able to learn how to craft my responses faster and skim through the responses of others more comfortably.

Traditionally, the majority of a student’s learning occurred within a classroom, with a lecturer present to deliver the course content and actively engage the learning process through a series of interactions and discussions. However, the drive to provide high quality teaching – whereby a set of pedagogical techniques are applied to produce learning outcome for students- has facilitated the evolvement of learning environments to produce better-adapted environments that are able to support and meet the expectations of students (Hénard and Roseveare, 2012). In today’s world, students can be described “digital natives” (a term often applied to those born after 1980) who possess a set of characteristics that include “preference for speed, nonlinear processing, multitasking and social learning” (Thompson, 2013). These students have been raised in a more technologically immersed world and learn differently to past generations. As a result, the widespread globalization of education and technology has become integrally embedded into our teaching practices over the last few decades. The advancement and adoption of technology by students has compelled educational institutes to embrace technology and develop virtual learning platforms, which provide a resource of materials, presentations, modular schemes and access to archives online. Technology enhanced learning (TEL), which can be described as the use of communication technologies to aid teaching and learning, has evolved current

In the following learning management system the material will be delivered in an Asynchronous class. An asynchronous class is flexible where students and instructors can complete work at any given time within deadlines. (Boud, 2013) Instructors deliver materials, lectures, tests, and assignments that can be accessed at any time. Students will receive a time span in which the materials and assignments will be due. This will usually be around a week deadline and then the course will continue throughout more materials. Having some type of communication, like a discussion would be required for the week along with assignments. However, students are on their own time line and can work at their own pace.

Because of the Internet, new ways of teaching and learning has evolved. The term “distance learning” refer to accessing information with a computer and modem from sources that may be located thousands of miles away. Many colleges and other organizations now includes distance learning courses in their curriculum. Some people even earns their college degrees through distance learning, without ever being on the campus of the university. The distance learning teacher usually post information for students to access and sometimes gives a real-time lecture – in written form, of course. Interactive communication between teacher and students are also possible. A chat room with restricted access works well for this purpose. Special message boards also allows students to post questions. Students uses e-mail to send in their written assignment and also receive comments from the instructor by e-mail. Although some people complains that distance learning lacks the personal touch, others

As John Carroll and Ann Bishop state “Most learning takes place in communities.” (2005). This could be informal communities, such as a conversation at a workplace, or it could be a more formal setting such as a distance education course. Regardless of the level of formality, humans learn from one another through communication in some fashion. The issue for educators, then is how best to channel this natural tendency for learning, and how to best utilize technology in the process. Therefore, computer-supported collaborative learning (CSCL) focuses on employing the benefits of collaborative learning via networked computers (Computer-supported Collaborative Learning, 2007). The end-goal is to make use of the power of technology based on

Students can sign up for courses and choose a format of learning that suits them best; video, interactive tutorials, hyperlinked textbooks or face-to-face group sessions. (US NEWS) Quizzes are given occasionally to ensure that students are learning the material. There are four different types of E-Learning; Knowledge databases (step by step instructions, few explanations and questions), Online Support (Chat rooms, online bulletin boards, email or live messaging), Asynchronous training (Self paced learning based on CD’s, Networks, internet or the intranet) and Synchronous training (Internet using Real Time - communicate directly with the instructor) (Howstuffworks).

Computer’s applications of education is filled with generic terms such as computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL), generally describing drill-and-practice programs, more sophisticated tutorials, and more individualized instructions, respectively. LMS has its history in another term, integrated learning system (ILS) which offers additional functionality beyond instructional content such as management and tracking, more personalized instruction, and integration across the system. The term ILS was originally coined by Jostens Learning, and LMS was originally used to describe the management system part of the many learning systems, content-free and separate from the courseware. The term LMS is currently used to describe a number of different educational computer applications. Educators can post announcements, grade assignments, checking on course activities, and participate in class discussions. Students can submit their work, read and respond to discussed questions, and take quizzes, the creation and maintenance of comprehensive learning content requires substantial initial and ongoing investments of human labor.