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Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean

Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean

Paulette Stewart
Copyright: © 2016 |Pages: 28
ISBN13: 9781466699953|ISBN10: 1466699957|EISBN13: 9781466699960
DOI: 10.4018/978-1-4666-9995-3.ch008
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MLA

Stewart, Paulette. "Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean." Creating Teacher Immediacy in Online Learning Environments, edited by Steven D'Agustino, IGI Global, 2016, pp. 138-165. https://doi.org/10.4018/978-1-4666-9995-3.ch008

APA

Stewart, P. (2016). Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean. In S. D'Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments (pp. 138-165). IGI Global. https://doi.org/10.4018/978-1-4666-9995-3.ch008

Chicago

Stewart, Paulette. "Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean." In Creating Teacher Immediacy in Online Learning Environments, edited by Steven D'Agustino, 138-165. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9995-3.ch008

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Abstract

This chapter examines the effectiveness of asynchronous and synchronous tools used in the online education program at The University of the West Indies Open Campus which is located in the English-speaking Caribbean. The students are adults who are self-directed, goal-oriented and self-motivated learners and are used to the face-to-face mode of delivery. Developers of online programs have applied these learner characteristics to online learning to facilitate students' success. At first, asynchronous tools such as forums were used to deliver online education at The UWI, Open Campus, but in recent time synchronous tools such as Blackboard Collaborate has emerged and has revolutionized online learning in that they provide more scope for e-tutor and student engagement and teacher immediacy. The blend of both synchronous and asynchronous tools has changed e-tutors' pedagogical practices, and enhanced learning.

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