Synchronous and Asynchronous Teaching: A Deeper Look
We've introduced synchronous and asynchronous teaching in Day 1. This module will provide an additional perspective for you to consider.
Video: A Question of Time (11:20 min)
Title: Transitioning to Teaching Online: Time
Duration: 11:20 min.
YouTube: https://youtu.be/UgCbRHFYteI
About Synchronous and Asynchronous Teaching and Learning
"Teaching online doesn’t necessarily mean teaching in real time. Online teaching can be synchronous, asynchronous, or a mixture of both".
(Ho, M. From Face-to-Face Instruction to Online Teaching: Practical Considerations for Synchronous and Asynchronous Teaching and Learning Links to an external site., April 29, 2020).
Synchronous teaching can be perceived as a replicate of the face-to-face experience, where you and your students engage with the course material and each other at the same time. For example, during a lecture where you teach or demonstrate a concept of the course and students have a chance to ask questions about the material.
On the other hand, asynchronous teaching allows you and your students to engage with the course material and each other at different times. For example, you can create a lecture recording or short video clip for students to watch on their own, or facilitate a discussions on Canvas.
You can also blend these modalities to optimize meaningful learning experiences; the format will vary from one course to another based on your course and student needs.
You may ask yourself the following question: What considerations should be explored when transitioning from face-to-face to online teaching?
Guiding Questions: Defining Your Context
- What may work best synchronously?
- What may work best asynchronously?
You may want to consider instructional strategies (e.g. lecturing, lab work), learning activities (group work, case studies, etc.) and assessment methods (quizzes, assignments).
When, why, how?
Depending on the types of activities happening synchronously or asynchronously, it is worth considering when, why and how to facilitate them or put them into practice. The table below provides some examples of ways to approach the two different modalities.
Asynchronous |
Synchronous |
|
| When? | - Reflecting on complex issues or content that students can learn on their own - When synchronous meetings cannot be scheduled | - Discussing less complex issues - Getting acquainted - Planning tasks |
| Why? | - Students have more time to reflect, can control their own learning (self-regulated learning). - More independence and flexibility in managing their time | - Maintain “physical presence” - Students become more committed and motivated because of quick response expected. - When immediate feedback is required (e.g. activities, assessment) |
| How? | - Various tools available within Canvas (Discussions, Groups, Modules, Assignments, Quizzes, Kaltura, Library Online Course Reserves) | - Video conferencing tools (Collaborate Ultra, Zoom) |