Patrick Danaher (9790535), Michael Danaher (9790532) · Figshare · 2019
Asynchronous learning is a current development in teaching and learning provision that exploits the affordances of contemporary educational technologies, yet that also links with long-standing interest in the learning advantages of facilitated reflection. From this perspective, asynchronous learning brings education and technology into productive alignment, to the potential benefit of learners and educators alike. At the same time, critiques of asynchronous learning highlight concerns that it is not sufficiently engaging and rigorous for higher education (Reese 2015). Certainly, as with all forms of educational provision, the success of asynchronous learning depends on the active engagement and wholehearted commitment, as well as the sustained self-discipline, of both learners and educators. More broadly, certain critiques reflect the residual assumed primacy of face-to-face, real-time interaction to which some educators still adhere, and that position asynchronous learning as being deficit and deficient. Accordingly, discussions of the effectiveness and utility of asynchronous learning encapsulate wider debates about the interplay between education and technology and the relative influence of each on that interplay.
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Arun Kumar Aggarwal, Murray Turoff, Ron Legon et al. · International Journal of Web-Based Learning and Teaching Technologies · 2006
This paper presents a discussion of emerging pedagogical, technical and regulatory issues in asynchronous learning. Based on discussions with several faculty members with more than 6 years of e-teaching experience, as well as administrators and business advisory board members, the paper presents several ongoing experiments and discusses the authors’ experiences with asynchronous learning. The paper should be useful for universities considering asynchronous learning, as well as businesses entering the asynchronous learning software market. The paper discusses the needs and opportunities for developing products compatible with emerging standards such as shareable content object reference model (SCORM), up-and-coming mobile broadband network technologies like 4G and identification technologies such as active RFID.
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Melony Shemberger · 2026
This chapter explores asynchronous learning as a flexible and accessible modality for faculty development. It examines the design of asynchronous programs (specifically online modules, discussion boards, and resource repositories) that allow faculty to engage on their own schedules. Benefits such as scalability and inclusivity for contingent or remote faculty are also faculty development goals that asynchronous learning could offer. The chapter highlights examples of successful asynchronous initiatives and discusses best practices for design. Asynchronous learning is presented as a powerful complement to synchronous programming.
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Anil Aggarwal, Murray Turoff, Ron Legon et al. · IGI Global eBooks · 2011
This paper presents a discussion of emerging pedagogical, technical and regulatory issues in asynchronous learning. Based on discussions with several faculty members with more than six years of e-teaching experience, as well as administrators and business advisory board members, the paper presents several ongoing experiments and discusses the authors’ experiences with asynchronous learning. The paper should be useful for Universities considering asynchronous learning, as well as businesses entering the asynchronous learning software market. The paper discusses the needs and opportunities for developing products compatible with emerging standards such as SCORM, up-and-coming mobile broadband network technologies like 4G and identification technologies such as active RFID.
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Frank Rennie, Keith Smyth · 2019
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2024
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SpringerReference · 2012
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Mike Danaher, Patrick Alan Danaher · 2019
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Elaine Biech · 2015
Online asynchronous learning refers to the delivery of training that does not require the learners and facilitator to be online at the same time for learning to occur. Tools that course designers use to incorporate interaction include quizzes, tests, control of order or rate, added dimension through video, and opportunities for reflection. This chapter presents an overview of creating a cultural dream team. Leaders are expected to build and foster cultures within the individual locations that support the success of the brand. By developing controversy and encouraging learners to play the role of “devil's advocate”, the point-counterpoint strategy can engage learners in a short pseudo debate. A strategy for onboarding new employees acquaints new employees with the organization, its structure, key personnel, and specific required learning programs. The chapter discusses the strategies with some case examples.
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Mert Cemri (Bilkent University); Virginia Bordignon (EPFL); Mert Kayaalp (Ecole Polytechnique Fédérale de Lausanne); Valentina Shumovskaia (Ecole Polytechnique Fédérale de Lausanne ); Ali H. Sayed (Ecole Polytechnique Fédérale de Lausanne) · IEEE RESOURCE CENTERS · 2024
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Ali-Forootani · Zenodo (CERN European Organization for Nuclear Research) · 2026
No description provided.
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Ali-Forootani · Zenodo (CERN European Organization for Nuclear Research) · 2026
No description provided.
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Panel Chair, Elspeth Mckay · 2007
Within the context of online asynchronous learning platforms, there is a noticeable shift from traditional teaching methods which act as the sole content provider, towards a multiple mentor guiding approach, supporting learners through the process of knowledge acquisition, largely directed by the learners themselves [4]. Yet we do not as yet fully understand the effect of computerized learning for the population at large.
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Rachel Or‐Bach, Marije van Amelsvoort · International Journal of Online Pedagogy and Course Design · 2013
The presented study was conducted during a graduate course on Digital Collaboration involving theory and practice. The findings presented here deal with one aspect of students’ collaboration; the asynchronous threaded forum with instructional design to support collaborative learning within three communities. Students' inputs consisted of several steps towards a final paper, and of feedback to other students' inputs. The instructional intervention scheme varied for the three communities in adaptation and presentation. The authors report on students' perceptions regarding our design of the threaded forums to support learning. Data from a post-course questionnaire is backed by additional data sources within the course to support interpretations. Findings revealed tradeoffs in design decisions for collaborative learning, and give directions for further research. The authors discuss the implications of the findings for using peer feedback for collaborative learning, for designing different schemes of instructional interventions and for other design decisions and tradeoffs.
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Carr, Shea · UKnowledge (University of Kentucky) · 2024
Motivation, belonging, and inclusion are all critical factors for student success but can be difficult to support in asynchronous online courses. Active learning and required group work have been shown to increase student motivation in in-person and synchronous online courses, but little is known about their impact in online asynchronous settings. This dissertation aimed to 1) evaluate the effect of active learning on student motivation in an online asynchronous setting and 2) evaluate the impact of assigned group work on student motivation and perceptions of belonging and inclusion within the context of an online, asynchronous physiology laboratory course. It was found that students assigned to group work felt a greater sense of belonging and had higher competence-related beliefs and lower effort and psychological costs associated with the course compared to students not assigned to group work. Inductive coding of open-ended survey questions revealed that students assigned to group work perceived peer interactions as the most inclusive aspect of the course, while students not assigned to groups perceived instructor interactions as the most inclusive aspect.
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Narasimha Bolloju, Robert M. Davison · eLearn · 2003
No abstract available.
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Rafael Amaral de Matos Albuquerque, Leonardo Pereira Dias, Momo Ziazet et al. · 2024
We propose a first Asynchronous Federated Split Learning (AFSL), to add the flexibility of asynchronous computing to the combination of federated and split learning. This amounts to designing a harmonious combination of different paradigms in order to benefit from the advantages of each of them and to reduce the impacts of their shortcomings.This way, AFSL answers to the increasingly rising interest for distributed algorithms with the advent of edge computing in order to support new market segments, such as cloud gaming, immersive eXtended Reality (XR), indoor positioning, and mission critical IoT networks, with stringent requirements on latency and reliability.Computational experiments are conducted on IID and non-IID datasets to investigate the added value of the asynchronous feature. Results indicate that AFSL can accelerate model learning by up to 86% without sacrificing the model’s convergence and accuracy. Indeed, not only average training times are reduced, but clients use fewer resources, a critical characteristic for devices with limited computing capabilities, e.g., in edge devices. Performance degradation can be mitigated by a careful selection of the aggregation principle. Other advantages are with AFSL training in dynamic scenarios as it provides robustness with a short recovery time by leveraging asynchronous client training.
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İnci M. Baytaş, Ming Yan, Anil K. Jain et al. · arXiv (Cornell University) · 2016
Many real-world machine learning applications involve several learning tasks which are inter-related. For example, in healthcare domain, we need to learn a predictive model of a certain disease for many hospitals. The models for each hospital may be different because of the inherent differences in the distributions of the patient populations. However, the models are also closely related because of the nature of the learning tasks modeling the same disease. By simultaneously learning all the tasks, multi-task learning (MTL) paradigm performs inductive knowledge transfer among tasks to improve the generalization performance. When datasets for the learning tasks are stored at different locations, it may not always be feasible to transfer the data to provide a data-centralized computing environment due to various practical issues such as high data volume and privacy. In this paper, we propose a principled MTL framework for distributed and asynchronous optimization to address the aforementioned challenges. In our framework, gradient update does not wait for collecting the gradient information from all the tasks. Therefore, the proposed method is very efficient when the communication delay is too high for some task nodes. We show that many regularized MTL formulations can benefit from this framework, including the low-rank MTL for shared subspace learning. Empirical studies on both synthetic and real-world datasets demonstrate the efficiency and effectiveness of the proposed framework.
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Peter Serdyukov · Advances in mobile and distance learning book series · 2019
Online learning offers generous benefits for learners. Its main attraction, convenience, however, is causing a conflict between asynchronous and synchronous modes of learning which can lead to numerous adverse effects. The shift towards asynchronous at the expense of the synchronous practices is noticeable in some colleges which may deprive students of the two critical benefits of education, personal and social development, and cause deterioration of the learning outcomes. Analysis of these two modes demonstrates advantages and disadvantages of both which calls for a holistic approach to online education realized through an additive interactive model in a blended learning format.
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Dmitry Grischenko, Franck Iutzeler, Massih-Reza Amini · Communications in computer and information science · 2020
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