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What is Asynchronous Learning

Chapter 3
Technology Management and Its Social Impact on Education
A mode of learning where instructors send learning materials to students and the learners can access and review them at their own time and pace and while interacting with one another over extended periods.
Published in Chapter:
A Minireview of the Challenges and Opportunities of Virtual Learning Post-COVID-19 Era in Developing Countries
Joan Nyika (University of Johannesburg, South Africa) and Megersa Olumana Dinka (University of Johannesburg, South Africa)
Copyright: © 2023 |Pages: 15
DOI: 10.4018/978-1-6684-9103-4.ch003
Abstract
The rapid spread of COVID-19 globally transformed the educational sector from the conventional face-to-face teaching to virtual learning to control the transmission of the virus. This study explored on the transition to online learning, the opportunities and challenges post-COVID-19 with specific focus on developing countries. It was found that virtual learning was delivered using a variety of apps in synchronous and asynchronous modes. Irrespective of the model, teachers and students enjoyed time and location flexibility, convenience and comfort while providing and accessing the learning materials. However, limited technical skills to ran online classes, technical issues such as instabilities in internet connection, software limitations and demotivation due to unattendance by learners were raised by teachers. Moving forward post-COVID-19, this study provided recommendations to enhance virtual learning since it is a necessity rather than a choice.
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Chapter 20
Stylized Moments: Creating Student Engagement and Participation in an Asynchronous Online University Film Course
A pedagogical approach useful in distance learning whereby the instruction and student participation and performance is not limited by time and place.
Published in Chapter: Stylized Moments: Creating Student Engagement and Participation in an Asynchronous Online University Film Course; From: Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses
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Chapter 4
Creative Solutions for Today's Students: A Case-Based Approach to Optimize Face-to-Face, Hybrid, and Remote Learning
Learning that takes place when the learner and the educator are not in the same physical or virtual space at the same time. Examples include having the learner watch a recorded lecture and the educator is not online or in the classroom watching the lecture at the same time with the learners. Use of virtual discussion boards are another example of asynchronous learning because the learner and the educator do not have to be on the discussion board at the same time.
Published in Chapter: Creative Solutions for Today's Students: A Case-Based Approach to Optimize Face-to-Face, Hybrid, and Remote Learning; From: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
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Chapter 47
Helping Faculty Design Online Courses in Higher Education
Refers to the use of online education resources to facilitate the learning of students who are participating and accessing instructional resources at different times and locations at their convenience.
Published in Chapter: Helping Faculty Design Online Courses in Higher Education; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 4
Advancing Retention and Engagement Strategies Through Effective Online Mediums
Instruction that occurs in which the instructor and the students are noted as participating in the course in a different time and different place.
Published in Chapter: Advancing Retention and Engagement Strategies Through Effective Online Mediums; From: Examining Student Retention and Engagement Strategies at Historically Black Colleges and Universities
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Chapter 3
Integrated Model for Asynchronous Learning and Predictive Analytics for Enhanced Learner Experience
A form of learning where the instructor and the students in the course all engage with the course content at different times.
Published in Chapter: Integrated Model for Asynchronous Learning and Predictive Analytics for Enhanced Learner Experience; From: Emergent Practices of Learning Analytics in K-12 Classrooms
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Chapter 15
Screencasts as Job Aids and the Basis of a Faculty Training Course
Trainees explore the didactic materials on their own time, without the need to be at the same time with the trainer.
Published in Chapter: Screencasts as Job Aids and the Basis of a Faculty Training Course; From: Handbook of Research on Education Institutions, Skills, and Jobs in the Digital Era
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Chapter 12
Meeting the Needs of Students With Disabilities in Online Learning Environments
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Chapter 7
The Impacts of the Coronavirus Pandemic (COVID-19) on Language Education
Students can learn independently via the recorded courses when they want.
Published in Chapter: The Impacts of the Coronavirus Pandemic (COVID-19) on Language Education; From: Trends and Developments for the Future of Language Education in Higher Education
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Chapter 15
Best Practice to Support Online Student Engagement
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Chapter 184
Issues in Implementing Online Education in a Developing Country
Learning that happens at different times. Example - The instructor posts a question in the forum and students come online through out the week to answer the question.
Published in Chapter: Issues in Implementing Online Education in a Developing Country; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 14
What the Flip: Embracing Flipped Learning as a Mediated Approach in Teacher Education
Student access an instructional video or other medium at their convenience
Published in Chapter: What the Flip: Embracing Flipped Learning as a Mediated Approach in Teacher Education; From: Shifting to Online Learning Through Faculty Collaborative Support
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Chapter 16
Technology Meets Affect: Scaffolding Students' Socio-Emotional Needs Through Virtual Learning
Opportunities to acquire new understandings (i.e., education, instruction, learning) that do not occur in the same place or at the same time.
Published in Chapter: Technology Meets Affect: Scaffolding Students' Socio-Emotional Needs Through Virtual Learning; From: Handbook of Research on Virtual Training and Mentoring of Online Instructors
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Chapter 125
Factors Contributing to the Effectiveness of Online Students and Instructors
Electronic communication in which the student and teacher interact via e-mail and listservs, but do not do so by being on the Internet at the same time ( Berge & Collins, 1995 ).
Published in Chapter: Factors Contributing to the Effectiveness of Online Students and Instructors; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 5
Motivating the Adult Learner in Online Discussion
Learning in which the instructor and the students do not have to participate at the same time.
Published in Chapter: Motivating the Adult Learner in Online Discussion; From: Motivation and Momentum in Adult Online Education
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Chapter 16
Ready to Engage?: Urban Middle School Teachers' Responsiveness to Virtual Engagement Interventions on Their Instructional Practices
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Chapter 1
Critical Success Factors and Methods to Increase Persistence for Non-Traditional Online Students
This type of learning occurs when students and instructors interact in a manner that is not in real time, often through the use of a learning management system.
Published in Chapter: Critical Success Factors and Methods to Increase Persistence for Non-Traditional Online Students; From: Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure
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Chapter 11
The Use of Course Management Systems in Pre-Service Teacher Education
Are forms of learning that do not occur in the same place or at the same time (e.g., email, posting a comment on a blog, watching a recording of a video, etc.).
Published in Chapter: The Use of Course Management Systems in Pre-Service Teacher Education; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 6
Online Course Design Tips for Boosting Learner Autonomy With Synchronous and Asynchronous Tools
The learning mode which doesn’t force learners to attend the lessons at the same time with the instructors and other learners.
Published in Chapter: Online Course Design Tips for Boosting Learner Autonomy With Synchronous and Asynchronous Tools; From: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
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Chapter 3
Learning Engagement Activities in Promoting Student Interactions and Perceived Online Learning Experience During the COVID-19 Pandemic
Learning takes place anywhere and anytime. Students will have more flexibility in terms of time to reflect on the learning materials before engaging with the assigned task or activity.
Published in Chapter: Learning Engagement Activities in Promoting Student Interactions and Perceived Online Learning Experience During the COVID-19 Pandemic; From: Competence-Based Curriculum and E-Learning in Higher Education
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Chapter 2
Blended Teaching and Learning in Higher Education: Challenges and Opportunities
Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people.
Published in Chapter: Blended Teaching and Learning in Higher Education: Challenges and Opportunities; From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 7
“I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course
Learning that takes place at different places and times for different participants in a course; learning that does not take place in real time.
Published in Chapter: “I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course; From: Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses
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Chapter 4
Creating a Culture of Innovation: The Case of the Pedagogical Innovation Center at the Polytechnic of Porto
Asynchronous learning is a type of distance learning where students access and engage with learning materials and activities at their own pace and time. This can involve pre-recorded lectures, discussion boards, or self-paced modules that allow flexibility in learning.
Published in Chapter: Creating a Culture of Innovation: The Case of the Pedagogical Innovation Center at the Polytechnic of Porto; From: Fostering Pedagogy Through Micro and Adaptive Learning in Higher Education: Trends, Tools, and Applications
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Chapter 6
Virtual Instructional Coaching: A Method for First-Year Teacher Professional Learning
Learning activities completed independently between virtual live-session meetings.
Published in Chapter: Virtual Instructional Coaching: A Method for First-Year Teacher Professional Learning; From: Research, Practice, and Innovations in Teacher Education During a Virtual Age
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Chapter 219
Online Learning Community
Online learning that occurs purely asynchronously, that is, without any synchronous interactions among learners or instructors (such as via face-to-face meetings, audio conferences, or text chats).
Published in Chapter: Online Learning Community; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 21
From Distance Education to E-Learning as Integrated Training
Learning process during which communication among participants occurs in deferred time.
Published in Chapter: From Distance Education to E-Learning as Integrated Training; From: Encyclopedia of Information Communication Technology
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Chapter 8
Transform Learning With EdTech in the Elementary Classroom
Classroom activities and assignments that are completed independently by students.
Published in Chapter: Transform Learning With EdTech in the Elementary Classroom; From: Designing Effective Distance and Blended Learning Environments in K-12
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Chapter 3
Pedagogical Adaptation in Higher Learning Institutions During the COVID-19 Pandemic in Tanzania
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Chapter 211
Necessities for Effective Asynchronous Learning
Learning which occurs at the place and time of the students’s choosing not the instructor’s.
Published in Chapter: Necessities for Effective Asynchronous Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 21
What Is It They Want?: Student Perceptions of Emergency Remote Teaching
The term refers to education or learning where the instructor and the learners are not present in the same place or during the same timeframe. The learners can work at their own pace.
Published in Chapter: What Is It They Want?: Student Perceptions of Emergency Remote Teaching; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
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Chapter 12
Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online: Lessons Learned
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Chapter 1
Active Learning Strategies for Online College Classrooms
Is where course content is delivered online and students can participate in the course anytime and from any place.
Published in Chapter: Active Learning Strategies for Online College Classrooms; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 260
Research on Cultural Factors in Global E-Learning
Any learning event in which interaction among the participants is delayed over time. Examples include discussion groups, bulletin boards, and self-paced instruction delivered via the Internet or CD-ROM. This allows learners to be geographically separate from other participants and to participate according to their schedule.
Published in Chapter: Research on Cultural Factors in Global E-Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 6
Sustaining a Globally Diverse Community Through a Time of Crisis: Challenges and Consequences
By contrast, asynchronous means not happening at the same time. The methods used for this kind of instruction typically occur through web-based methods, and students can access these classes with more flexibility and no set class times.
Published in Chapter: Sustaining a Globally Diverse Community Through a Time of Crisis: Challenges and Consequences; From: Rebuilding Higher Education Systems Impacted by Crises: Navigating Traumatic Events, Disasters, and More
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Chapter 16
Using an AI-Supported Online Discussion Forum to Deepen Learning
Learning that does not occur at the same place or the same time; for example, online discussions occurring over the course of a week.
Published in Chapter: Using an AI-Supported Online Discussion Forum to Deepen Learning; From: Handbook of Research on Online Discussion-Based Teaching Methods
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Chapter 12
The DACUM Virtual Institute: A Case Study in Designing for Adult Learners
Online learning format in which learners participate at different times, usually at their own pace.
Published in Chapter: The DACUM Virtual Institute: A Case Study in Designing for Adult Learners; From: Cases on Innovative and Successful Uses of Digital Resources for Online Learning
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Chapter 13
Perception of Learning Among Students From India Set Against the Pandemic: Motivation and Strategies for E-Learning Re-Examined
A transaction mode wherein teaching-learning happens at different times. Students typically watch recorded lectures.
Published in Chapter: Perception of Learning Among Students From India Set Against the Pandemic: Motivation and Strategies for E-Learning Re-Examined; From: Motivation, Volition, and Engagement in Online Distance Learning
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Chapter 5
Artificial Intelligence as a Tool for Hybrid Education
A method of online education that does not require the simultaneous participation of all students. It allows users to access content and perform tasks on their own schedules.
Published in Chapter: Artificial Intelligence as a Tool for Hybrid Education; From: Promoting Quality Hybrid Learning Through Leadership and Educational Management
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Chapter 25
Through the Eyes of Students and Faculty: A Conceptual Framework for the Development of Online Courses
A student-centered instruction approach that uses online learning resources to enable information sharing outside the restrictions of time and place between a net-work of people.
Published in Chapter: Through the Eyes of Students and Faculty: A Conceptual Framework for the Development of Online Courses; From: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
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Chapter 7
Exploring the Effectiveness of Online Synchronous Learning Management Systems: The Case of a Masters' Level Academic Writing Course
A learner-centered method of teaching/learning which draws on virtual technologies and resources for knowledge construction and information sharing beyond the time/space constraints of the conventional face-to-face classrooms.
Published in Chapter: Exploring the Effectiveness of Online Synchronous Learning Management Systems: The Case of a Masters' Level Academic Writing Course; From: Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction
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Chapter 6
Strengths and Challenges of Digital Tools in EAP Remote Learning Settings
Learning that takes place when an instructor and students are not present at the same time in a physical or virtual environment.
Published in Chapter: Strengths and Challenges of Digital Tools in EAP Remote Learning Settings; From: Cases on Innovative and Successful Uses of Digital Resources for Online Learning
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Chapter 60
Efficiency and Performance of Work Teams in Collaborative Online Learning
Participants communicate with one another but not necessarily in real-time (e.g., e-mails and discussion forums).
Published in Chapter: Efficiency and Performance of Work Teams in Collaborative Online Learning; From: Encyclopedia of Multimedia Technology and Networking, Second Edition
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Chapter 1
Utilization of Distance Education in Career and Technical Education (CTE) Teacher Education
Learning that takes place independently and at the discretion of the learner in a distance education environment. This type of learning is not time or space bound. Types of asynchronous learning may include, but are not limited to students accessing text-based documents or posting discussions.
Published in Chapter: Utilization of Distance Education in Career and Technical Education (CTE) Teacher Education; From: Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
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Chapter 2
Developing Effective Teacher-Student Relationships in Virtual Courses
A term used to describe forms of teaching and learning in which teachers and students engage in instructional and learning activities at different times and different locations away from each other.
Published in Chapter: Developing Effective Teacher-Student Relationships in Virtual Courses; From: Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age
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Chapter 12
Promoting Interaction for Language Learners in Blended Learning Environments Through OEIP
Asynchronous learning refers to learning activities that happen outside of a real-time environment.
Published in Chapter: Promoting Interaction for Language Learners in Blended Learning Environments Through OEIP; From: English as a Foreign Language in a New-Found Post-Pandemic World
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Chapter 17
Interactive Learning Environments: A Three-Tiered Model Toward Digital Fluency
Online learning and interaction that takes place at the convenience of the learner. In asynchronous learning environments, broad time frames are often given but it is not necessary for participants to be online at the same time.
Published in Chapter: Interactive Learning Environments: A Three-Tiered Model Toward Digital Fluency; From: Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments
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Chapter 183
Introduction to Learning Management Systems
Learners use computer and communications technologies to work with remote learning resources, without the requirement to be online at the same time or in the same location. Participation in online discussion boards is an example of asynchronous learning.
Published in Chapter: Introduction to Learning Management Systems; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 32
Adapting to Virtual Third-Space Language Learning Futures
Learning takes place intermittently, with a time delay for interactions between instructor-learner, learner-learner, or learner-network technology. Asynchronous Web-based learning is a special form of asynchronous learning that occurs in cyberspace with learners using computers, networked communication technologies, and the World Wide Web to access remote learning opportunities, other people, and resources at will.
Published in Chapter: Adapting to Virtual Third-Space Language Learning Futures; From: Handbook of Research on E-Learning Methodologies for Language Acquisition
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Chapter 97
Distance Learning and the Scholarship of Teaching and Learning
A learning context not limited by the teaching-learning process occurring at a delineated time; learners can participate at their convenience using various technologies.
Published in Chapter: Distance Learning and the Scholarship of Teaching and Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 5
Guidelines for Working Collaboratively in Virtual Teams
Learning occurring when learner and instructor or learner and learner are separated by time and distance.
Published in Chapter: Guidelines for Working Collaboratively in Virtual Teams; From: Enriching Collaboration and Communication in Online Learning Communities
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Chapter 308
Technology Enriched Active Learning (TEAL) for Summer Sessions
The instructor of the course and the students are separated by time and space. The students are able to utilize course materials and do assignments, take quizzes, etc at any time that is designated by the instructor although the instructor is not necessarily on the computer (Maguire, 2005).
Published in Chapter: Technology Enriched Active Learning (TEAL) for Summer Sessions; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 18
Key Insights From Emergency Remote Teaching (ERT) and Beyond: Looking to the Future
Learning that occurs at different times, typically by deploying content and information in a method that is available to students to access and pursue at their convenience. Examples include online discussion forums, message boards, wikis, blogs, podcasts, etc.
Published in Chapter: Key Insights From Emergency Remote Teaching (ERT) and Beyond: Looking to the Future; From: Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era
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Chapter 738
Attributes of Successful Online Students and Instructors
Electronic communication in which the student and teacher interact via e-mail and listservs, but do not do so by being on the Internet at the same time (Berge, Collins & Day, 1995 AU70: The in-text citation "Berge, Collins & Day, 1995" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: Attributes of Successful Online Students and Instructors; From: Encyclopedia of Information Science and Technology, Third Edition
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Chapter 13
Strategies to Promote Pedagogical Knowledge Interplay with Technology
A method of teaching and learning in which participants do not interact at the same time. In this form of learning, participants are usually not in the same place. Participants react at their own time and pace to concepts presented in the learning environment.
Published in Chapter: Strategies to Promote Pedagogical Knowledge Interplay with Technology; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 9
Educational Technology Essential for Innovation
Lessons are done according to each learner’s own individual pace and timing.
Published in Chapter: Educational Technology Essential for Innovation; From: Practices That Promote Innovation for Talented Students
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Chapter 21
Using Applicable E-Learning Principles to Promote Effectiveness and Quality in the Digital Era: Toward a More Inclusive and Resilient E-School
Learners can learn and communicate using communication media, such as emails, to communicate with others or their tutors while learning.
Published in Chapter: Using Applicable E-Learning Principles to Promote Effectiveness and Quality in the Digital Era: Toward a More Inclusive and Resilient E-School; From: Handbook of Research on Education Institutions, Skills, and Jobs in the Digital Era
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Chapter 11
Andragogy and Online Discussions: The Design and Facilitation of Effective Online Discussion for Adult Learners
Distance education instruction that students can complete within the student’s schedule and for which there is no coordinated meeting time.
Published in Chapter: Andragogy and Online Discussions: The Design and Facilitation of Effective Online Discussion for Adult Learners; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 6
Blended Learning and Self-Direction: The Use of E-Forum
Characterised by the use of communication tools in deferred time. Participants don’t need to be connected at the same time to communicate with each other. Some of the tools used for asynchronous learning are e-mail, e-forum, etc.
Published in Chapter: Blended Learning and Self-Direction: The Use of E-Forum; From: Perspectives on Enhancing Learning Experience Through Digital Strategy in Higher Education
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Chapter 63
An Examination of Educators' and Learners' Experiences with Technology from Both Sides of the Learning Landscape: An Autoethnographic Exploration
Learning that takes place at a time that is different from when the information is being delivered, such that learners are able to access course content and new information at their convenience, while at the same time allowing the instructor to post new material at his/her convenience.
Published in Chapter: An Examination of Educators' and Learners' Experiences with Technology from Both Sides of the Learning Landscape: An Autoethnographic Exploration; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 35
Access Barriers Experienced by Adults in Distance Education Courses and Programs
Learning that takes place independently and at the discretion of the learner in a distance education environment. This type of learning is not time or space bound. Types of asynchronous learning may include, but are not limited to students accessing text-based documents or posting discussions.
Published in Chapter: Access Barriers Experienced by Adults in Distance Education Courses and Programs; From: Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
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Chapter 12
The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning
Online learning and interaction that takes place at the convenience of the learner. In asynchronous learning environments, broad time frames are often given but it is not necessary for participants to be online at the same time.
Published in Chapter: The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning; From: Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments
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Chapter 4
Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions
Asynchronous learning refers to a type of online learning where students access course materials and complete assignments at their own pace, without the need for real-time interaction with instructors or peers. ( Boettcher, J. V., & Conrad, R., 2016 )
Published in Chapter: Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions; From: Reshaping Entrepreneurial Education Within an Industry 4.0 Context
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Chapter 16
Not Another Discussion Board: One Online Instructor's Reflective Practices to Create Effective Student Engagement
Learning in a non-traditional setting, using computer and communications technologies to work with remote learning resources, coaches, and other learners, but without the requirement to be online simultaneously.
Published in Chapter: Not Another Discussion Board: One Online Instructor's Reflective Practices to Create Effective Student Engagement; From: Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education
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Chapter 44
Engaging Students in a Large Classroom and Distance Environment
A student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people.
Published in Chapter: Engaging Students in a Large Classroom and Distance Environment; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 11
Going Viral: Using Social Media to Build Relationships in Online Courses
Learning that occurs when convenient for students with no required live meetings.
Published in Chapter: Going Viral: Using Social Media to Build Relationships in Online Courses; From: Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education
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Chapter 16
Exploring the Online Teaching Strategies of ELT in an Online English Language Program and Their Impact on Student Achievement in Karachi, Pakistan
Teaching and learning that place beyond the classroom environment and digital platform. It provides the learning an opportunity to practice, revise and learn as a self-dependent learner using the digital platform to acquire language.
Published in Chapter: Exploring the Online Teaching Strategies of ELT in an Online English Language Program and Their Impact on Student Achievement in Karachi, Pakistan; From: Handbook of Research on Creating Motivational Online Environments for Students
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Chapter 11
Problems With Online Education and Possible Remedies
This refers to learning where students engage in learning in separate times and places.
Published in Chapter: Problems With Online Education and Possible Remedies; From: Applications of Machine Learning and Artificial Intelligence in Education
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Chapter 5
Cross-Cultural Virtual Team Projects: International Virtual Engineering Student Teams
Knowledge or skill attained by learners working at different times and places without concurrent physical face-to-face interactions occurring with the instructor or between peers.
Published in Chapter: Cross-Cultural Virtual Team Projects: International Virtual Engineering Student Teams; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 19
Doctoral Student Experiences in an Online Degree Program: A Review of the Distance Education Literature and an Exploration of Their Perspectives
Learning that takes place independently and at the discretion of the learner in a distance education environment. This type of learning is not time or space bound. Types of asynchronous learning may include, but are not limited to students accessing text-based documents or posting discussions.
Published in Chapter: Doctoral Student Experiences in an Online Degree Program: A Review of the Distance Education Literature and an Exploration of Their Perspectives; From: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
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Chapter 9
Using Groups and Peer Tutors in Problem-Based Learning Classrooms in Higher Education
General term used to describe forms of education, instruction, and learning that occur outside of one location and not at the same time. Resources for asynchronous learning are shared outside of time constraints among a group of people.
Published in Chapter: Using Groups and Peer Tutors in Problem-Based Learning Classrooms in Higher Education; From: Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation
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Chapter 465
Online Student and Instructor Characteristics
Electronic communication in which the student and teacher interact via e-mail and listservs, but do not do so by being on the Internet at the same time ( Berge, Collins, & Day, 1995 ).
Published in Chapter: Online Student and Instructor Characteristics; From: Encyclopedia of Information Science and Technology, Second Edition
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 194
Learning Management Systems
Learners use computer and communications technologies to work with remote learning resources, without the requirement to be online at the same time or in the same location. Participation in online discussion boards is an example of asynchronous learning.
Published in Chapter: Learning Management Systems; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 8
Blended Mode of Teaching and Learning and Its Implication on Undergraduate Class Attendance: Students' Perspectives
Refers to type of learning where learners interact with online materials usually designed by the facilitator at their own time and convenience.
Published in Chapter: Blended Mode of Teaching and Learning and Its Implication on Undergraduate Class Attendance: Students' Perspectives; From: Innovative Digital Practices and Globalization in Higher Education
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Chapter 16
Online Instruction: Is the Quality the Same as Face-to-Face Instruction?
Is the interaction that takes place between the instructor and students at different times ( Meyen, Lian, & Tangen, 1997 ).
Published in Chapter: Online Instruction: Is the Quality the Same as Face-to-Face Instruction?; From: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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Chapter 71
Corporate - Higher Education Alliance
An approach or mode of learning where a learner uses technology-based training materials or content delivered through self-paced modules.
Published in Chapter: Corporate - Higher Education Alliance; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 13
Pitfalls in Online Digital Content Creation for Undergraduate Dental Education
This is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. The term is most commonly applied to various forms of digital and online learning in which students learn from instruction—such as pre-recorded video lessons or game-based learning tasks that students complete on their own—that are not being delivered in person or in real-time.
Published in Chapter: Pitfalls in Online Digital Content Creation for Undergraduate Dental Education; From: Innovative Instructional Design Methods and Tools for Improved Teaching
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Chapter 7
Learners' Perception of Engagement in Online Learning
A web based learning where knowledge sharing is not restricted by time and space.
Published in Chapter: Learners' Perception of Engagement in Online Learning; From: Handbook of Research on Innovative Technology Integration in Higher Education
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Chapter 7
APEC Cyber Academy: An International Networked Learning Environment
Allows the sequence of interaction between the teacher and the student to happen at different times. Examples of asynchronous tools include e-mail and discussion boards.
Published in Chapter: APEC Cyber Academy: An International Networked Learning Environment; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 3
Adapting Course Assignments to Online Postings for Rural and Remote Students in a Bachelor of Education Program
Students in an online course cover the same course content but at a time that fits in their schedule.
Published in Chapter: Adapting Course Assignments to Online Postings for Rural and Remote Students in a Bachelor of Education Program; From: Handbook of Research on Online Discussion-Based Teaching Methods
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Chapter 3
Online Learning in the Age of Digital Transformation
You can learn with asynchronous technology on your timetable and within a set period. Throughout a one- or two-week period, you can access and finish lectures, readings, homework, and other educational resources at any time.
Published in Chapter: Online Learning in the Age of Digital Transformation; From: Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning
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Chapter 4
Integration of Innovative COIL Models Into the Curriculum of B-Schools in India: Integrating COIL in Teaching
Forms of education, instruction, and learning that do not occur in the same place or at the same time; it uses resources that facilitate information sharing outside the constraints of time and place among a network of people.
Published in Chapter: Integration of Innovative COIL Models Into the Curriculum of B-Schools in India: Integrating COIL in Teaching; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 9
Building Connections for Doctoral Students Through Asynchronous Learning: Discussions and the Flipped Model Classroom
The ability for a student to learn on his or her own schedule, within a certain time frame. Students can access and complete lectures, readings, homework, and other learning materials at any time within a specified period.
Published in Chapter: Building Connections for Doctoral Students Through Asynchronous Learning: Discussions and the Flipped Model Classroom; From: Driving Innovation With For-Profit Adult Higher Education Online Institutions
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Chapter 1
Benefits and Challenges of E-Learning, Online Education, and Distance Learning
Refers to self-paced learning where students access course materials and complete assignments at their own convenience, without real-time interaction with instructors or peers.
Published in Chapter: Benefits and Challenges of E-Learning, Online Education, and Distance Learning; From: Incorporating the Human Element in Online Teaching and Learning
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Chapter 8
Dilemmas in Asynchronous Multicultural Teacher Education From a Relational Pedagogy Perspective
Online learning that is self-paced. Students are not required to attend a lecture at a designated time.
Published in Chapter: Dilemmas in Asynchronous Multicultural Teacher Education From a Relational Pedagogy Perspective; From: Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education
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Chapter 26
No Student Left Behind: Enabling Cognition of Scientific Knowledge Through Multilingual E-Learning Pedagogies
Various forms of digital and online learning in which students learn from instruction such as prerecorded video lessons that is not being delivered in person or in real time.
Published in Chapter: No Student Left Behind: Enabling Cognition of Scientific Knowledge Through Multilingual E-Learning Pedagogies; From: Handbook of Research on Inequities in Online Education During Global Crises
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Chapter 6
Supporting EFL Science Students Through a Multilingual Approach to Blended Learning
Various forms of digital and online learning in which students learn from instruction such as prerecorded video lessons that is not being delivered in person or in real time.
Published in Chapter: Supporting EFL Science Students Through a Multilingual Approach to Blended Learning; From: Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities
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Chapter 316
Trends and Issues of Virtual K–12 Schools
Online courses that allow students to participate at anytime from any location with Internet access.
Published in Chapter: Trends and Issues of Virtual K–12 Schools; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 10
Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner
Learning that occurs when students and facilitators contribute at different times. This type of learning is often used in online learning where students and faculty can log into the course when it is convenient for them.
Published in Chapter: Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner; From: Self-Directed Learning Strategies in Adult Educational Contexts
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Chapter 1
Facilitating Engaging Learning Practices: Teaching and Learning of Students With Disabilities During Remote Learning in Colleges
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Chapter 8
Digital Burnout in Second Language Acquisition: Exploring Challenges and Solutions in the Chinese Context
A mode of online education that allows learners to engage with materials and complete assignments on their own time, without real-time interaction with instructors.
Published in Chapter: Digital Burnout in Second Language Acquisition: Exploring Challenges and Solutions in the Chinese Context; From: Perspectives on Digital Burnout in Second Language Acquisition
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Chapter 22
The Power of Inclusion: Embracing Multilingual E-Learning Opportunities in Science Education
Various forms of digital and online learning in which students learn from instruction such as prerecorded video lessons that is not being delivered in person or in real time.
Published in Chapter: The Power of Inclusion: Embracing Multilingual E-Learning Opportunities in Science Education; From: Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy
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Chapter 11
A Post-Secondary Writing Bridge Program for Incarcerated Learners
A form of student-centered teaching in which students engage at their own pace with material selected and/or created by the instructors.
Published in Chapter: A Post-Secondary Writing Bridge Program for Incarcerated Learners; From: Cases on Academic Program Redesign for Greater Racial and Social Justice
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Chapter 6
Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses
The type of learning that occurs in online settings and non-real-time where students can learn at their own pace.
Published in Chapter: Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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