{"id":11823,"date":"2021-10-13T17:16:05","date_gmt":"2021-10-13T20:46:05","guid":{"rendered":"https:\/\/blog.citl.mun.ca\/instructionalresources\/?page_id=11823"},"modified":"2025-11-14T14:08:40","modified_gmt":"2025-11-14T17:38:40","slug":"strategies-for-facilitating-asynchronous-learning","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/strategies-for-facilitating-asynchronous-learning\/","title":{"rendered":"Strategies for Facilitating Asynchronous Learning"},"content":{"rendered":"<h2 class=\"wp-block-heading\">What strategies can I use to help asynchronous students feel more engaged?<\/h2>\n<p>Strategies to help facilitate asynchronous learning so students feel more engaged in their learning experience include:<\/p>\n<ul class=\"wp-block-list\">\n<li><strong>Weekly Structure:<\/strong> Create a consistent, clear structure in Brightspace for each week.<\/li>\n<\/ul>\n<div class=\"wp-block-ub-content-toggle wp-block-ub-content-toggle-block\" id=\"ub-content-toggle-block-a670365d-3b22-41c5-91a7-463b5d39618c\" data-mobilecollapse=\"true\" data-desktopcollapse=\"true\" data-preventcollapse=\"false\" data-showonlyone=\"false\">\n<div class=\"wp-block-ub-content-toggle-accordion\" style=\"border-color: #f1f1f1; \" id=\"ub-content-toggle-panel-block-2f6f6720-04fd-4a02-b918-a75c5924221c\">\n<div class=\"wp-block-ub-content-toggle-accordion-title-wrap\" style=\"background-color: #f1f1f1;\" aria-controls=\"ub-content-toggle-panel-0-a670365d-3b22-41c5-91a7-463b5d39618c\" tabindex=\"0\">\n<p class=\"wp-block-ub-content-toggle-accordion-title ub-content-toggle-title-a670365d-3b22-41c5-91a7-463b5d39618c\" style=\"color: #000000; \">View an example of a weekly structure<\/p>\n<div class=\"wp-block-ub-content-toggle-accordion-toggle-wrap right\" style=\"color: #000000;\"><span class=\"wp-block-ub-content-toggle-accordion-state-indicator wp-block-ub-chevron-down\"><\/span><\/div>\n<\/p><\/div>\n<div role=\"region\" aria-expanded=\"false\" class=\"wp-block-ub-content-toggle-accordion-content-wrap ub-hide\" id=\"ub-content-toggle-panel-0-a670365d-3b22-41c5-91a7-463b5d39618c\">\n<h3 class=\"wp-block-heading\">Example of a Consistent, Clear Weekly Structure<\/h3>\n<p><strong>Week 3 Overview<\/strong><\/p>\n<p>This week we will review how students learn and look at how the different learning theories can influence how you teach and the instructional resources and technology you use. A learning-centered approach to instruction will be discussed.<\/p>\n<p><strong>Learning Outcomes<\/strong><\/p>\n<p>After completing the readings and learning activities for this week, you will be able to:<\/p>\n<ol class=\"wp-block-list\">\n<li>discuss how different learning theories can influence the design of instruction;<\/li>\n<li>identify examples of appropriate assessments, instructional strategies, and resources for each of the four major learning perspectives; and<\/li>\n<li>make decisions on the best media and technology to use for specific instructional situations.<\/li>\n<\/ol>\n<p><strong>Tasks<\/strong><\/p>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">On-Campus In-Person Students<\/h4>\n<p><strong>Before Synchronous Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Read Chapter 3 in text.<\/li>\n<li>Read Kelly (2020) article available online via Course Reserve Library system.<\/li>\n<li>Review Class Session 4 Agenda.<\/li>\n<\/ul>\n<p><strong>During Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Participate in Class Session.<\/li>\n<\/ul>\n<p><strong>After Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Complete \u2018Check Your Understanding\u2019 activity in Brightspace.<\/li>\n<li>Complete Assignment 1.<\/li>\n<\/ul>\n<p><\/aside><\/section>\n<\/p><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">Synchronous Online Students<\/h4>\n<p><strong>Before Synchronous Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Read Chapter 3 in text.<\/li>\n<li>Read Kelly (2020) article available online via Course Reserve Library system.<\/li>\n<li>Review Class Session 4 Agenda.<\/li>\n<\/ul>\n<p><strong>During Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Participate in Class Session online via Webex.<\/li>\n<\/ul>\n<p><strong>After Class:<\/strong><\/p>\n<ul class=\"wp-block-list\">\n<li>Complete \u2018Check Your Understanding\u2019 activity in Brightspace.<\/li>\n<li>Complete Assignment 1.<\/li>\n<\/ul>\n<p><\/aside><\/section>\n<\/p><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><section class='notebox examplebox'><aside><\/p>\n<h4 class=\"wp-block-heading\">Asynchronous Online Students<\/h4>\n<ul class=\"wp-block-list\">\n<li>Read Chapter 3 in text.<\/li>\n<li>Read Kelly (2020) article available online via Course Reserve Library system.<\/li>\n<li>Watch class session recording.<\/li>\n<li>Reflect on questions posed in session.<\/li>\n<li>Complete online \u2018Check Your Understanding\u2019 activity.<\/li>\n<li>Complete online discussion.<\/li>\n<li>Complete Assignment 1.<\/li>\n<\/ul>\n<p><\/aside><\/section>\n<\/p><\/div>\n<\/div>\n<p><cite><small>Adapted from Phillips P. (2018). ED3801: Educational Media. Course Notes.<\/small>\n<\/cite><\/p>\n<\/div><\/div>\n<\/div>\n<ul class=\"wp-block-list\">\n<li><strong>Adding Context:<\/strong> Explain purpose of resources uploaded to Brightspace and provide detailed directions for assignments and activities. For further information and examples, review <a rel=\"noreferrer noopener\" href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/rapid_design_handbook.pdf\" target=\"_blank\"> Adding Context section in A Guide for Designing Online Learning &amp; Increasing Instructional Use of Brightspace<\/a>.<\/li>\n<li><strong>Screencasts:<\/strong> Use screencasts to demonstrate procedures and solutions to problems (Bronkey, 2015). Check out <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/screencast-o-matic\/\">Screenpal<\/a>.<\/li>\n<li><strong>Automatic Feedback:<\/strong> Use Brightspace <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/quizzes\/\">Quizzes tool<\/a> or <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/h5p-interactive-content\/\">H5P Memorial Resources Environment<\/a> to create activities that provide instance feedback.<\/li>\n<li><strong>Exams: <\/strong>Consider using an <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/\" target=\"_blank\" rel=\"noreferrer noopener\">exam wrapper<\/a> for students to reflect on their performance on an exam (Carnegie Mellon University, n.d.).<\/li>\n<li><strong>Discussions:<\/strong> Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-discussion-tool\/\">Brightspace discussion tool<\/a> to engage students asynchronously. Students can share documents and record audio and video postings. Review these <a href=\"https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions\" target=\"_blank\" rel=\"noreferrer noopener\">10 tips to help you design effective online discussions<\/a>&nbsp;(Simon, 2018).<\/li>\n<li><strong>Group Assignments:<\/strong> Have students work together on small, low-stake group assignments that may lead to producing an authentic project due at end of course (Lewis &amp; Hesson, 2021). For suggestions on how to effectively facilitate group work, view the <a href=\"http:\/\/www.buffalo.edu\/catt\/develop\/teach\/group-work.html\" target=\"_blank\" rel=\"noreferrer noopener\">University at Buffalo Center for Educational Innovation (CEI) Group Work<\/a> website.<\/li>\n<li><strong>Peer Assessments:<\/strong> Have students do peer reviews\/assessments within a group discussion forum or consider using the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/video-assignments\/\">video assignment tool<\/a> or <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/peerscholar\/\">peerScholar<\/a>.<\/li>\n<li><strong>Sense of Community<\/strong>: Establish social interaction and build a sense of community. For ideas, view CITL\u2019s resource on <a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/instructionalcontinuity\/Creating_Community.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Creating a Community in Your Remote Course<\/a>.<\/li>\n<li><strong>Updates &amp; Reminders:<\/strong> Use the Brightspace <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/using-the-news-announcements-tool\/\">announcement tool<\/a> to post updates and reminders of tutorials, office hours, and assignment due dates.<\/li>\n<li><strong>Office Hours:<\/strong> Hold office hours and tutorials online using <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/getting-started-with-webex\/\">Webex<\/a> or <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/online-roomsvideo-assignments\/\">Online Rooms<\/a>.<\/li>\n<\/ul>\n<h2 class=\"wp-block-heading\">Other Brightspace Tools\/Features to Consider<\/h2>\n<ul class=\"wp-block-list\">\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/set-up-kit-advanced-topics\/\">Manage Files tool<\/a> to upload or copy a number of files at once from your computer to your course site.<\/li>\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/new-assignment-experience\/\">Assignments tool<\/a> to retrieve and track assignment submissions. Assignments are date stamped when submitted.<\/li>\n<li>Save time grading using the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/grading-assignments\/\">Assignments tool feedback options<\/a>. You can annotate the submission file, record feedback in a text box, attach additional files, or record audio or video feedback. Also, save drafts as you mark and publish when all are graded.<\/li>\n<li>Use the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/assessment\/using-rubrics\/\">Rubrics tool<\/a> to create a rubric and link it to a graded assignment, including a discussion topic. Rubrics can be copied and used in multiple course sites.<\/li>\n<li>Use the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/grades-tool\/\">Grades tool <\/a> to create a gradebook for all items you are evaluating students on. Associate a grade item with any quiz, discussion activity, or assignments folder, so grades are automatically entered and a final grade calculated.<\/li>\n<li>Use the <a href=\"https:\/\/documentation.brightspace.com\/EN\/le\/user_progress\/instructor\/class_progress_overview.htm?Highlight=Content%20Progress\" target=\"_blank\" rel=\"noreferrer noopener\">Class Progress <\/a> tool to see the overall progress of a student. This includes seeing if students have logged in to course, viewed a topic page, participated in discussions, submitted assignments, or completed quizzes.<\/li>\n<li>Turn on <a href=\"https:\/\/brightspace-support.tudelft.nl\/completion-tracking\/\" target=\"_blank\" rel=\"noreferrer noopener\">completion tracking<\/a> so students can monitor their own progress. Depending on the completion method selected, content pages students view will be automatically marked as completed or students can manually mark the page as completed when viewed.<\/li>\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/brightspace-video-note\/\">Video Note<\/a> tool to create recordings with your webcam and insert them directly on a content page.<\/li>\n<li>Use the <a href=\"https:\/\/www.vanderbilt.edu\/brightspace\/how-do-i-insert-stuff-into-my-course-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">Brightspace Editor\u2019s \u2018Insert stuff\u2019<\/a> option to embed or link to a video note or a resource created within the <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/other-edtech\/h5p-interactive-content\/\">H5P<\/a> Memorial Resources Environment.<\/li>\n<li>Organize and manage week-specific course items using the <a href=\"https:\/\/community.d2l.com\/brightspace\/kb\/articles\/3630-create-a-checklist&quot;\" target=\"_blank\" rel=\"noreferrer noopener\">Checklist tool<\/a>.<\/li>\n<li>Use <a href=\"https:\/\/blog.citl.mun.ca\/technologyresources\/brightspace-how-tos\/communication\/notifications-and-personal-profiles\/\">notifications<\/a> to keep up-to-date on with course activities.<\/li>\n<li>Use the <a href=\"https:\/\/community.d2l.com\/brightspace\/kb\/articles\/3601-manage-course-events-with-the-calendar-tool\" target=\"_blank\" rel=\"noreferrer noopener\">Calendar<\/a> tool to post due dates and link to descriptions of activities and assessment content pages.<\/li>\n<\/ul>\n<h2 class=\"wp-block-heading\">References<\/h2>\n<ul class=\"wp-block-list ref-list\">\n<li>Bronkey, K. (2015). Rethinking direct instruction in online learning. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. <\/em>Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/rethinking-direct-instruction-in-online-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/online-education\/rethinking-direct-instruction-in-online-learning\/<\/a><\/li>\n<li>Eberly Center (n.d.). Exam wrappers. Pittsburgh, PA: Carnegie Mellon University. Retrieved from: <a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/<\/a><\/li>\n<li>Lewis, K. D., &amp; Hesson, N. (2021, April 16). Adapting group activities for COVID to ignite student engagement. <em>Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. <\/em>Retrieved from: <a href=\"https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/adapting-group-activities-for-covid-to-ignite-student-engagement\/<\/a><\/li>\n<li>Simon, E. (2018, November 21). 10 tips for effective online discussions. <em>EDUCAUSE Review<\/em>. Retrieved from: <a href=\"https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/er.educause.edu\/blogs\/2018\/11\/10-tips-for-effective-online-discussions<\/a><\/li>\n<li>Office of Curriculum, Assessment and Teaching Transformation (2021). Group work. Buffalo: NY: University of Buffalo. Retrieved from: <a href=\"http:\/\/www.buffalo.edu\/catt\/develop\/teach\/group-work.html\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.buffalo.edu\/catt\/develop\/teach\/group-work.html<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>What strategies will help asynchronous students feel more engaged?<\/p>\n","protected":false},"author":54,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"jetpack_post_was_ever_published":true,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[357],"tags":[257,263],"collection":[],"class_list":["post-11823","post","type-post","status-publish","format-standard","hentry","category-instructional-strategies","tag-instructional-strategies","tag-technology"],"featured_image_src":null,"author_info":{"display_name":"Stacey Alexander","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/salexander\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-34H","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/11823","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/54"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=11823"}],"version-history":[{"count":83,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/11823\/revisions"}],"predecessor-version":[{"id":22529,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/11823\/revisions\/22529"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=11823"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=11823"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=11823"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=11823"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}