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What is Asynchronous Delivery

Chapter 8
Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
Online instruction that occurs when students view material and complete assignments on their own, often facilitated by email and discussion boards.
Published in Chapter:
Faculty Perspectives of Technology-Enhanced Course Redesign
Yolanda L. Dunston (North Carolina Central University, USA), Gerrelyn C. Patterson (North Carolina Central University, USA), and Prince Hycy Bull (Gardner-Webb University, USA)
Copyright: © 2016 |Pages: 27
DOI: 10.4018/978-1-4666-9680-8.ch008
Abstract
This chapter will discuss how one team of faculty members used technology enhancements to transform the delivery of their own existing courses into new and improved courses which could be delivered consistently over time and in a variety of delivery modes (i.e., face-to-face, online, or hybrid), while maintaining course rigor. Previously, the selected courses had been redesigned for online delivery, but with limited technology enhancements. As faculty members progressed through the steps of the redesign process, many opportunities for reflection and introspection emerged. This chapter provides their perceptions of features of online learning, including course design, course delivery, assessment of learning and teaching, and student and instructor roles. The chapter concludes with implications for working with faculty from a variety of levels of willingness and technological proficiency for developing effective online learning environments.
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Chapter 1
Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education
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Chapter 14
Strategies for Student Engagement and Motivation Factors in Online Learning
This is communication or delivery of learning instructions done at the convenience of the course instructor and the learner to receive and act on it at their own convenience.
Published in Chapter: Strategies for Student Engagement and Motivation Factors in Online Learning; From: Competence-Based Curriculum and E-Learning in Higher Education
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Chapter 8
Bandwidth and Online Course Design: A Primer for Online Development
Students can access podcasts or course material and use it any time, outside of scheduled sessions. In many cases this means that the material is easily downloaded and archived. This creates the most flexibility, and it may be a mandate from the administration that courses be designed for this type of delivery above all. Correspondence courses are the extreme version of this. The opposite of this is real-time or synchronous delivery, where classes are held using technology rather than a classroom. Both methods have their proponents.
Published in Chapter: Bandwidth and Online Course Design: A Primer for Online Development; From: eLearning Engagement in a Transformative Social Learning Environment
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