Asynchronous online learning is synonymous with self-paced, independent study that provides learners the freedom to learn from anywhere, with minimal or no contact with an instructor. Though it has many potential benefits, online distance learning, especially when it is purely asynchronous, has been associated with high attrition rates. 

For instance, a 2010 study showed that 30% of college students enrolled in at least one online class and predicted that the trend would keep growing (Hachey et al., 2012). Ten years later, with the lockdown of schools due to the pandemic, we have seen nearly 100% of primary, secondary, and tertiary education being conducted online. 

Another study, also published in 2010, showed that despite the rise in online learning enrollment, 40% to 80% of learners dropped out of online classes due to social, technological, and motivational issues (Bawa, 2016). Sadly, I see those trends also moving in a positive trajectory as well. Parents are not convinced that online education can impact learning in K-12 classes. And I’m not oblivious to the social and emotional needs of my learners. 

Though many educators prefer a purely traditional brick-and-mortar education once the lock down ends, there are others who see the benefits of a blended or hybrid learning approach. 

Therefore, as an educator making the shift from brick-and-mortar classroom to online learning during the lockdown and then eventually moving into a blended learning environment, I see value in incorporating the following three aspects as they will impact the transitions into online spaces for my learners. 

3 Guiding Principles

Asynchronous learning, though seperated by distance, needs to feel inclusive and collabroative. In addition, the learners have to be able to navigate through their course with ease or able to get help when they feel stuck.

Riggs and Linder (2016) highly recommend that educators pay attention to “architecture of engagement in the online classroom, the use of web-based tools and learning management systems, and a re-imagining of discussion boards as interactive spaces,” in creating an active-learning asynchronous environment. 

1. Usability Features: In terms of the architecture of engagement, Zaharis (2012) promotes the use of learner-centered design paradigms and stress on the usability quotient where content is only as good as the method in which it is delivered. I call this, usability features. In Part 2 of the series we will focus on the various elements that teachers should consider, while designing and communicating asynchronous work.  
2. Pedagogical Shifts: Zaharis expounds using web-based tools and LMS, based on the pedagogical need. Asynchronous learning requires a change in pedagogy. Riggs and Linder (2016) expound on including active learning in asynchronous learning. In Part 3 of the series we will look at the pedagogical shifts and active learning solutions to ensure sound teaching principles are included in creating solutions for async platforms. 
3. Online Interactions: Finally, Part 4 of the series will focus on the third recommendation that Zaharis makes for active-learning asynchronous environments. The inclusion of discussion boards and interactive spaces in async learning keeps learners’ motivation and morale high. In addition to G-Suite apps and tools, I will look at other forms of engagement that my learners enjoy.

With this 4-part series, my hope is to start conversations with educators who, like myself, are novices in these online spaces and yet making big changes in our own capabilities so that we can continue helping our students.

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REFERENCES:

Hachey, et al. (January, 2012). Is the Second Time a Charm? Investigating Trends in Online Re-enrollment, Retention and Success. The Journal of Educators Online. Vol. 9, #1. Retrieved on Aug 30, 2020 from https://files.eric.ed.gov/fulltext/EJ972049.pdf.

Bawa, P. (January, 2016). Retention in Online Courses: Exploring Issues and Solutions–A Literature Review. Sage Open. v6.n1. Retrieved on Aug 30, 2020 from https://eric.ed.gov/?id=EJ1198151 

Riggs, S. and Linder, K. (2016). Actively Engaging Students in Asynchronous Online Classes. IDEA. Paper #64. Retrieved on Aug 30, 2020 from https://eric.ed.gov/?id=ED573672#:~:text=Riggs%2C%20Shannon%20A.%3B%20Linder,each%20other%2C%20in%20real%20time.

Zaharias, P. (2009) Usability in the Context of e-Learning: A Framework Augmenting ‘Traditional’ Usability Constructs with Instructional Design and Motivation to Learn. International Journal of Technology and Human Interaction, 5(4), 38-61 Oct-Dec. Retrieved on Aug 30, 2020 from https://www.researchgate.net/publication/220672996_Usability_in_the_Context_of_e-Learning_A_Framework_Augmenting_’Traditional’_Usability_Constructs_with_Instructional_Design_and_Motivation_to_Learn