Design the Course from a Student’s Perspective
Course design in the online asynchronous environment centers around modules. Modules are a way to break the course content into small, manageable chunks (e.g., by topic, units, weeks). Modules are ordered sequentially and contain all course instructional materials, learning activities, engagement and interaction, and assessments for a particular topic, unit, or week. Microsoft Word helps you design modules before developing them in the LMS. Create modules using the folder or learning module function in the LMS.
In addition to using modules, the overall course navigation is important to student success. Strategically design the course using the organizational structure of the LMS to help students progress through the course. Separate yourself from the content and design the course to keep students focused on learning. Remember, students are alone without their instructor. The flow of the course should make sense to the students.
Be Present in the Course
In a face-to-face class, the instructor is expected to show up to class and teach. The same is true in the asynchronous online environment. The instructor’s presence is both social and instructional. Social presence refers to the instructor’s projection as a real person to connect and interact with the students. Instructional presence, also known as teaching presence, refers to designing and administrating learning activities, establishing and maintaining an active learning community, and providing direct instruction (Garrison, 2017). Social and instructional presence are beneficial to student learning.
Before the course begins, the instructor acts as an instructional designer to plan and prepare the course. As you design the course, develop a workload/time management plan that incorporates strategies for social and instructional presence. Establish a routine to spend a specific amount of hours within the course (e.g. participating in discussions) as well as on the course (e.g. grading assignments). Plan for regular interactions with students and course content with built-in flexibility for modifications. Besides helping instructors to plan in advance, when implemented, a workload/time management plan helps build students’ confidence in the instructor (Goldman, 2011).
During the course, the instructor plays the role of facilitator.Here are some ways to be present in the asynchronous online environment: Post your own personal introduction, monitor and response to email communication, post weekly announcement, monitor student progress, encourage lagging students, facilitate students’ learning activity, and provide students with meaningful feedback and support.
Engage Students in the Online Course
In the asynchronous online environment, students enter the course through the LMS platform and not the door of the classroom. Student engagement is influenced most by the instructor’s active interest and passion for teaching, the ability to identify the relevance of course topics to students, and the encouragement for a shared responsibility in the learning process (Orcutt & Dringus, 2017).
Ensuring engagement with course content, other students, and the instructor helps promote learning. Through course content, instructors can share experiences and knowledge that guide learning. To encourage students to engage with the course content, create short audio introductions to each module, explain the purpose for learning activites and how it connects to the course learning outcomes, and build activities that promote active learning. In addition, give students opportunities to collaborate with each other. Using video discussion platforms, group projects, and peer-reviews can buld strong student relationships and community in the asynchronous online environment.
In summary, think of the asynchronous online environment like a classroom without walls. The strategies discussed in this article are meant to help you as you prepare for teaching asynchronous online courses. Refer to the June blog article for ten tips for designing, developing, and delivering online courses.
References:
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). London: Routledge/Taylor and Francis.
Goldman, Z. (2011). Balancing quality and workload in asynchronous online discussions: A win-win approach for students and instructors. MERLOT Journal of Online Learning and Teaching. 7:2, 313-323.
Orcutt, J.M. & Dringus, L.P. (2017). Beyond being there: Practices that establish presence, engage students and influence intellectual curiosity in a structured online learning environment. Online Learning 21(3), 15-35.
Cite this blog: Washington, G. (2021, June 30). Teaching in the online asynchronous environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/
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