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What is Asynchronous Course

Chapter 1
eLearning Engagement in a Transformative Social Learning Environment
An online course in which participants utilize organized online resources on an individual basis to meet instructional objectives.
Published in Chapter:
Social Presence in an Online Learning Environment
Billi L. Bromer (Brenau University, USA)
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-6956-6.ch001
Abstract
Technology alone cannot create the sense of community that is needed for effective online learning. Participants in an online environment can perceive a sense of isolation when social connectedness is not created and encouraged. A community of inquiry emerges when online participants perceive that they are seen and heard and opportunities for active engagement with others is provided. This chapter provides guiding principles for an effective online experience and includes multiple suggestions from an experienced online instructor to create and maintain the social presence of all participants in any online learning experience.
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Chapter 5
Online Educator Preparation That Meets the Needs of Today's Early Childhood Professionals
An online course in which participants utilize organized online resources on an individual basis to meet instructional objectives.
Published in Chapter: Online Educator Preparation That Meets the Needs of Today's Early Childhood Professionals; From: Handbook of Research on Empowering Early Childhood Educators With Technology
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Chapter 25
Strategies to Maximize Asynchronous Learning
A course that is prepared by an educator or institution and is viewed by students independently at their own choice of time and place.
Published in Chapter: Strategies to Maximize Asynchronous Learning; From: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
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Chapter 3
Meeting Challenges in Virtual Learning Environments With the Community of Inquiry Framework
Courses taught online that have due dates, but students do not have to meet at specific times.
Published in Chapter: Meeting Challenges in Virtual Learning Environments With the Community of Inquiry Framework; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 8
Opportunities of Virtual Learning Environments: Best Practices in Online Doctoral Programs
Online courses requiring students submit assignments at specific time, but class meetings at specific times are not required.
Published in Chapter: Opportunities of Virtual Learning Environments: Best Practices in Online Doctoral Programs; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 20
Online Equivalencies and the Potential to Inadvertently Offend or Cause Discomfort
A course that is not taught in real time and does not require students to be online at a specific time. Instead, assignments and activities are completed during specific ranges of days, consisting of a beginning and end dates.
Published in Chapter: Online Equivalencies and the Potential to Inadvertently Offend or Cause Discomfort; From: Handbook of Research on Cross-Cultural Online Learning in Higher Education
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Chapter 18
Asynchronous Online Foreign Language Courses
A course that does not typically meet for regularly scheduled class meeting times and is available any time, any place and at any pace. This allows students to participate from any location. These courses generally make use of the Internet, CD-ROM, independent study, or a combination thereof. Students access the course material from a course web site or a course management system.
Published in Chapter: Asynchronous Online Foreign Language Courses; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 2
Imagining and Creating Timeless Virtual Synchronous and Asynchronous Courses
Courses taught in an online format wherein students do not meet at specific days and times and complete assignments according to a schedule dictated in the syllabus.
Published in Chapter: Imagining and Creating Timeless Virtual Synchronous and Asynchronous Courses; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 3
Supporting Adjunct Faculty Through Responsive Professional Development
A course that is designed so that participants can complete the learning on a self-paced schedule that requires no real-time meetings or participation.
Published in Chapter: Supporting Adjunct Faculty Through Responsive Professional Development; From: Becoming and Supporting Online Adjunct Faculty in a Gig Economy
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