Asynchronous+Technolgies

Networking of computers allows people to communicate in a number of ways asynchronously, but involving these technologies in learning requires “a much deeper understanding of instructional design, and [is] more costly to develop than synchronous programs” ( Rosenberg, 2001, p. 141 ). Asynchronous technologies have numerous benefits discussed below ( Er, Ozden, & Arifoglu, 2009 ).

Convenience of Asynchronous Technologies
The most cited reason that learners choose e-learning is because it enables them to complete the learning in any convenient environment without the need to spend time and money on travel ( Anderson, 2008; Ferguson & DeFelice, 2010; Huang, Lin, & Huang, 2010; Ismail, Gunasegaran, & Idrus, 2010; Martinez-Caro, 2011 ). In essence, “online learning is especially useful for students who, for reasons of work, family, or social commitments, require a different way of learning” ( Diaz & Entonado, 2009, p. 331 ), or where the student desires to work at his or her own pace.

Benefits of Greater Reflection
Learning is increased when students “actively construct knowledge” ( An, 2008, p. 205 ), or reflect on what is being learned, which “is a critical andragogical principle [that allows learners to] assess or reassess [their] assumptions” ( Baskas, 2011, p. 7 ) and become transformed by the learning process ( Zemke & Zemke, 1995 ). This encourages meta-learning so that the student better understands and knows how to learn for themselves ( Strang, 2009 ). By giving the student time to research, read textbooks, and think about how they would like to respond to online discussions reflection is encouraged, while making it more likely that learning will take place as part of reasoned discourse ( Martinez-Caro, 2011 ). Many of the time constraints of a regular classroom that might prevent full participation are not a factor in e-learning and “everyone can join in a discussion at any time” ( Ferguson & DeFelice, 2010, p. 80 ) increasing the quality of communication.

Benefits of Uninterrupted Expression
Students in an asynchronous discussion forum are able to express everything that they would like to express without concern for another learner discouraging, or talking over them as they could in a traditional classroom. Full uninterrupted expression has the advantage of encouraging learners who may be shy or uncomfortable contributing in a face-to-face setting, to participate with less fear ( Baskas, 2011 ). Shy learners using online communications have been shown to be less reticent in discussions ( Martinez-Caro, 2011 ). Learners discover that online discussions can be a valuable supplement to any learning environment ( Huang et al., 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Teachers in an asynchronous environment can gently guide discussions; ensuring a safe environment for the sharing of ideas ( Zemke & Zemke, 1995 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), while “encourage[ing] learners to understand the content better” ( Martinez-Caro, 2011, p. 574 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) which improves the quality of the communication as well. Sinclair (2009) summarized “when students are guided to engage in knowledge-building discussions, they learn to develop and to justify an argument eventually learning to disagree with others in increasingly sophisticated ways” ( p. 198 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Material Archiving and Reuse
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Another oft cited benefit of e-learning is that it allows for knowledge reuse and the sharing of resources from a central location ( Er et al., 2009; Huang et al., 2012; Ismail et al., 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). By allowing students to access information at their own pace on their own timetable and as often as they like learning is reinforced and facilitated ( Martinez-Caro, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[The content of this page is extracted from Watts (2012).] //


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 * = References ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">An. J. (2008). Activity theory for designing ubiquitous learning scenarios. In M. Iskander (ed.), //Innovative techniques in instruction technology, e-learning, e-assessment, and education// (pp. 338-341). London, UK: Springer Science+Business Media.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Anderson, C. (2008). Barriers and enabling factors in online teaching. //International Journal of Learning, 14//(12), 241-246. Retrieved from http://ijl.cgpublisher.com/product/pub.30/prod.1593
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Baskas, R. S. (2011). //Applying adult learning and development theories to educational practice//. Retrieved from ERIC database. (ED519926)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Diaz, L. A., & Entonado, F. B. (2009). Are the functions of teachers in e-learning and face-to-face learning environments really different? //Educational Technology & Society, 12//(4), 331-343. Retrieved from http://www.ifets.info/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Er, E., Ozden, M., & Arifoglu, A. (2009). LIVELMS: A blended e-learning environment: A model proposition for integration of asynchronous and synchronous e-learning. //International Journal of Learning, 16//(2), 449-460. Retrieved from http://ijl.cgpublisher.com/product/pub.30/prod.2066
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ferguson, J. M., & DeFelice, A. E. (2010). Length of online course and student satisfaction, perceived learning, and academic performance. //International Review of Research in Open and Distance Learning, 11//(2), 73-84. Retrieved from http://www.irrodl.org/index.php/irrodl
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. //Computers & Education, 58//(1), 338-349. doi:10.1016/j.compedu.2011.08.003
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ismail, I., Gunasegaran, G., & Idrus, R. M. (2010). Does e-learning portal add value to adult learners? //Current Research Journal of Social Science, 2//(5), 276-281. Retrieved from http://maxwellsci.com/print/crjss/v2-276-281.pdf
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Martinez-Caro, E. (2011). Factors affecting effectiveness in e-learning: An analysis in production management courses. //Computer Applications in Engineering Education, 19//(3), 572-581. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/cae.v19.3/issuetoc
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Rosenberg, M. J. (2001). //E-learning: Strategies for delivering knowledge in the digital age//. New York, NY: McGraw-Hill.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Sinclair, A. (2009). Provocative pedagogies in e-learning: Making the invisible visible. //International Journal of Teaching and Learning in Higher Education, 21//(2), 197-209. Retrieved from http://www.isetl.org/ijtlhe/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Strang, K. D. (2009). Measuring online learning approach and mentoring preferences of international doctoral students. //International Journal of Educational Research, 48//(4), 245-257. doi:10.1016/j.ijer.2009.11.002
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Watts, S. W. (2012). //Synchronous versus asynchronous technologies//. Unpublished Manuscript, Department of Education, Northcentral University, Prescott Valley, AZ.
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