The Anatomy of an Asynchronous Course
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This document provides guidance for designing an effective online learning experience. It recommends identifying clear learning objectives, choosing an appropriate platform, considering expectations of both instructors and students, finding ways to increase engagement, incorporating experiential learning elements, and reviewing best practices. The document offers specific tips, such as using videos, relevant content, discussion boards, and applying lessons to real-world contexts. It stresses beginning with the end in mind, maintaining the design over time, and responding promptly to student questions and posts.
The Anatomy of an Asynchronous Course
- 2. Identify your learning objectives Choose your platform/maximize the one you have Consider your expectations of your students AND your student’s expectations of you Identify chances to increase engagement Check for experiential learning elements Review general “best practices”
- 3. What is your goal? How much interaction do you want? What forms of communication will you use? • (video, elearning modules, discussion boards, quizzes, etc.) Begin with the end in mind.
- 4. HOW will participants access information? • Do you have a choice? If you already have a platform you have to work with, make the most of what you’ve got! Contact vendors, use their resources to learn Participate in online communities discussing the tool If you’re selecting your platform, choose wisely. Talk to at least 3 vendors AND their users Visit community sites discussing the tools for user feedback
- 5. What’s your budget? Maintaining the platform Creating materials Updating materials REMEMBER The design you choose has to be maintained.
- 6. What do you expect? • What do you want participants to learn? • How often would you like participants to interact with you and each other? • What can participants DO to get the most out of the course? • How much time do you expect students to put into the coursework?
- 7. What do participants expect? • What do participants what to learn? • Why are they in your course (requirement, passing or vested interest, etc.)?
- 8. Videos • Give participants something to watch! Screen capture programs make it easy (and free!) Discuss a news story/other existing video • Provide a place to talk about what they saw Relevant Content • Respect the adult learner’s time • Tie to current events when possible
- 9. “Tell me about…” questions on your discussion boards Ask clarifying questions after original posts…”You mentioned…tell me more about…” Call to action to apply discussion topic to current environment “Try…and post your results by Wednesday.”
- 10. What materials can be experiential? • Worksheets – act as a guide for an experience or of reflecting on own understanding • eLearning Modules – can be interactive with questions or links requiring action from the participant • Require participants to teach each other (sharing their own learning, stories and perception solidifies the information)
- 11. Outline what materials you need to create • Content Creation • Content Design • Technical Support • Audio/Video Support Identify external resources that can help you and your participants
- 12. Respond to questions/posts promptly Contributediscussion questions of your own, but encourage participants to ask questions of each other • This may take time; be patient! Set peer questions as an expectation Remind participants throughout the course Respond positively when you see a peer question
- 13. Don’t accept general comments • Challenge participants to respond with depth and personal opinions/reflections through redirection “Student Name-it sounds like you’ve experienced this before? Tell me about your experience.” “Tell me more about why you agree.”
- 14. Identify your learning objectives Choose your platform/maximize the one you have Consider your expectations of your students AND your student’s expectations of you Identify chances to increase engagement Check for experiential learning elements Review general “best practices”
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