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What is Asynchronous Online Learning

Chapter 14
Cases on Innovative and Successful Uses of Digital Resources for Online Learning
Students and instructors learn course content and interact with one another on their own time, in different locations. Instructors might provide readings, video lectures, and other assignments as the course content that replaces the real time meetings.
Published in Chapter:
From the Classroom to the Breakout Room: The Many Embedded Ways a Librarian Can Teach Information Literacy
Alyssa H. Young (James Madison University, USA)
Copyright: © 2022 |Pages: 14
DOI: 10.4018/978-1-7998-9004-1.ch014
Abstract
Librarians embed themselves virtually and physically into courses to provide information literacy instruction. The COVID-19 pandemic had librarians swiftly shift their instruction practices and outreach to patrons, learning and using new technologies and teaching techniques. The goals of this chapter are to understand what embedded librarianship is and how it affects information literacy instruction, explore what instructional services an embedded librarian provided before the COVID-19 pandemic, describe adjustments to information literacy instruction as the classroom shifted to remote/hybrid format, and outline strategies to successfully deliver embedded information literacy instruction in the future.
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Chapter 13
“Let's Hope for the Best!”: Navigating Speedy Delivery and Cultivating Expressive Space in Pandemic-Era Tutoring
An online learning platform that is not based in real-time activities and can be done individually without on hand instructional assistance.
Published in Chapter: “Let's Hope for the Best!”: Navigating Speedy Delivery and Cultivating Expressive Space in Pandemic-Era Tutoring; From: Strategies for Student Support During a Global Crisis
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Chapter 1
A Comparison of Saudi and United States Faculty Use of Information and Communication Technology Tools
Is online learning that does not apply to audio/video communication, but instead relies solely on a text-based, written discussion format for communication ( Ward, Peters, Shelley, 2010 ).
Published in Chapter: A Comparison of Saudi and United States Faculty Use of Information and Communication Technology Tools; From: Handbook of Research on Individualism and Identity in the Globalized Digital Age
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Chapter 11
Hybrid Flexible (HyFlex) Teaching in Foreign Language Education: Enhancing Equity, Inclusion, and Accessibility Through an Innovative Digital Pedagogy
This refers to instruction in which teachers and pupils interact only intermittently. This online learning approach has a time lag, indicating that the actual time involvement of students or teachers is not needed ( Libasin et al., 2021 ).
Published in Chapter: Hybrid Flexible (HyFlex) Teaching in Foreign Language Education: Enhancing Equity, Inclusion, and Accessibility Through an Innovative Digital Pedagogy; From: Fostering Foreign Language Teaching and Learning Environments With Contemporary Technologies
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Chapter 14
Ensuring Presence in Online Learning Environments
A form of online learning where students access course materials and communicate with peers and instructor anytime per their convenience.
Published in Chapter: Ensuring Presence in Online Learning Environments; From: Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses
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Chapter 5
Online Tools With Synchronous Learning Environments
Learning that takes place at the student’s own pace within parameters set by the instructor.
Published in Chapter: Online Tools With Synchronous Learning Environments; From: Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education
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Chapter 5
EFL Teachers' Challenges and Coping Strategies in Emergency Remote Teaching During the COVID-19 Pandemic
This term describes all forms of instruction that make use of learning resources available outside of live teacher/learner interaction. In asynchronous online learning, students usually use learning management systems (LMSs) to study on their own.
Published in Chapter: EFL Teachers' Challenges and Coping Strategies in Emergency Remote Teaching During the COVID-19 Pandemic; From: English as a Foreign Language in a New-Found Post-Pandemic World
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Chapter 4
Engaging Students in Emergency Remote Teaching: Strategies for the Instructor
Online learning that does not require the instructor and the students to participate at the same time as students can access the learning materials anytime.
Published in Chapter: Engaging Students in Emergency Remote Teaching: Strategies for the Instructor; From: Fostering Meaningful Learning Experiences Through Student Engagement
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Chapter 18
A Systematic Review of the Impact of the COVID-19 Pandemic on the Learning Environment of Immigrant English Learners in the United States
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