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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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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Е. В. Гриневич, Ю. Л. Майсюк · Digital Library of the Belarusian State University (Belarusian State University) · 2024
Ключевые слова: синхронное обучения; асинхронное обучение; онлайн инструменты; цифровая доска; ментальная карта. = Keywords: synchronous learning; asynchronous learning; online tools; digital board; mind map.
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Hang Zeng · OSF Preprints (OSF Preprints) · 2025
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Wu, Dezhi, Hiltz, Starr Roxanne · Scholar Commons (University of South Carolina) · 2004
Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students' perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The questionnaire drew responses to a post-course questionnaire from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions formed a reliable, unidimensional index for this construct. The results indicate that online discussions do improve students' perceived learning. Variations among instructors or courses are associated with differences in perceptions of student motivation, enjoyment, and learning from online discussion. Open-ended questions identified some student concerns about online discussions. The concluding section of this paper presents some implications for improving online discussions and for future research plans.
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Snn Onlinecourses, Lisa C. Yamagata-lynch · 2016
In this article I will share a qualitative self-study about a 15-week blended 100 % online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.
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Dezhi Wu, Starr Roxanne Hiltz · Online Learning · 2019
Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students’ perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The questionnaire drew responses to a post-course questionnaire from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions formed a reliable, unidimensional index for this construct. The results indicate that online discussions do improve students’ perceived learning. Variations among instructors or courses are associated with differences in perceptions of student motivation, enjoyment, and learning from online discussion. Open-ended questions identified some student concerns about online discussions. The concluding section of this paper presents some implications for improving online discussions and for future research plans.
Cited by 368Open access
Starr Roxanne Hiltz, Ricki Goldman · 2004
Contents: Preface. Part I: Foundations of Research on Learning Networks. S.R. Hiltz, R. Goldman, What Are Asynchronous Learning Networks? R. Benbunan-Fich, S.R. Hiltz, L. Harasim, The Online Interaction Learning Model: An Integrated Theoretical Framework for Learning Networks. J. Fjermestad, S.R. Hiltz, Y. Zhang, Effectiveness for Students: Comparisons of In-Seat and ALN Courses. J.B. Arbaugh, S.R. Hiltz, Improving Quantitative Research on ALN Effectiveness. R. Goldman, M. Crosby, K. Swan, P. Shea, Qualitative and Quisitive Research Methods for Describing Online Learning. Part II: Learning Networks: What We Know and What We Need to Know. J.B. Arbaugh, R. Benbunan-Fich, Contextual Factors That Influence ALN Effectiveness. S.R. Hiltz, P. Shea, The Student in the Online Classroom. C. Dzuiban, P. Shea, J.B. Arbaugh, Faculty Roles and Satisfaction in Asynchronous Learning Networks. M. Alavi, D. Dufner, Technology-Mediated Collaborative Learning: A Research Perspective. R.E. Rice, S.R. Hiltz, D.H. Spencer, Media Mixes and Learning Networks. K. Swan, P. Shea, The Development of Virtual Learning Communities. R. Goldman, S.R. Hiltz, Asynchronous Learning Networks: Looking Back and Looking Forward.
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Vijay G Padaguri, Syed Akram Pasha · SSRN Electronic Journal · 2021
Cited by 8Open access
Miftahul Furqon · EDULANGUE · 2020
Juxtaposed with other teaching and learning media, film-based resources in English Language teaching are succinctly beneficial to support students to learn English skills. Films facilitate students to learn English integrally, not in an isolated way. Responding to today’s trend in which the teaching and learning process is converted from offline to an online system, it is crucial to ease students to be independent learners. This paper is aimed to justify how filmbased resources can support student’s learning independence in asynchronous online learning. Specifically, the writer focuses on reviewing this issue from the Stern’s framework of teachers’ beliefs in language teaching to analyze how films can be part of the important elements in designing language teaching materials, and how asynchronous instructional method becomes a suitable decision that teachers make regarding the process of online teaching and learning. In reference to the theoretical justification, it is concluded that film-based resources conceptually facilitate student’s learning independence in asynchronous online learning. Meanwhile, regarding today’s trend in which some language teachings are converted into online learning, the asynchronous instructional method is a suitable decision that teachers can make.
Cited by 1Open access
Sunay Palsolé, Carolyn Awalt · New Directions for Teaching and Learning · 2008
Abstract In implementing team‐based learning in a purely online, asynchronous course, the authors advise planning early and planning well, a process for which they provide specific advice.
Cited by 65Open access
Melissa Vosen Callens · 2015
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Angela Carr · 2025
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Michael P. Pickett · Journal of Organizational Psychology · 2019
This paper extends previous research that developed an online creative learning model from which educators are able to seamlessly integrate assessment techniques into overall curriculum development. With the current course content delivery modality reliability issues plaguing many universities, it is imperative that we, as educators, understand our critical roles. A fundamental argument in asynchronous learning is the dichotomy between constructivism and objectivism and overall student experience. This paper provides a theoretical model by which the curriculum development process and instructor can maximize engagement and enrich the students’ asynchronous online educational experience.
Cited by 1Open access
Taiga Kashima, Ayako Amma, Hideki Nakayama · IEEE Access · 2024
In the practical scenario of Federated Learning (FL), clients upload their local model to a server at different times owing to heterogeneity in the clients’ device environment. Therefore, Asynchronous Federated Learning (AFL) has been aggressively studied recently. Although the initial motivation for AFL is to reduce the difficulties of FL, AFL itself also has problems in practice (that is, the latest uploaded local model affects the performance of the global model). As a scientific challenge, we would like to develop a simple yet broadly applicable concept for AFL; thus, we revisited a classic machine learning theory and found a high conceptual affinity between AFL and online linear regression—both are problem formulations for sequential inputs. On the basis of this underlying philosophy, we propose a framework for AFL in which classic online linear regression techniques are utilized in server aggregation to realize an asynchronous global model update. Our framework can provide a convergence guarantee of the global model performance relative to a synchronized aggregation method through the theoretical guarantee in online linear regressions. The experiments show the superiority of our asynchronous updates in a server in both image and text tasks under non-IID data.
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Ιοannis Schoinas, Anna Triantafyllou, Anastasios Drosou et al. · 2024
The Internet of Things (IoT) generates vast amounts of data through sensors, enabling AI to train accurate models and develop Industry 4.0 (I4.0) systems that adapt to real-time changes. Federated Learning (FL), a distributed machine-learning paradigm, allows training across multiple devices while preserving data privacy by keeping the data local. However, classical FL’s synchronous aggregation strategy is inefficient for heterogeneous IoT devices. Additionally, Iot edge devices face storage limitations and generate continuous data streams, requiring adaptive online learning. We propose ASynchronous Online Limited Storage Federated Learning (ASOLS-Fed), where edge devices perform online learning on limited local data streams. ASOLS-Fed updates the global model asynchronously, mitigating straggler effects caused by slow or dropped devices. Experiments on benchmark datasets show that ASOLS-Fed converges well, maintaining stronger predictive performance even with limited training samples.
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Selma Vonderwell, Xin Liang, Kay Alderman · Journal of Research on Technology in Education · 2007
This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills. The students valued the discussions as an essential component of their online learning. Further research is needed to understand the characteristics of online assessment, and what assessment strategies or criteria enhance assessment and learning.
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Hongrui Li, Shengda Zhuo, Li Lin et al. · Big Data and Cognitive Computing · 2025
Online learning has become increasingly prevalent in real-world applications, where data streams often comprise heterogeneous feature types—both nominal and numerical—and labels may not arrive synchronously with features. However, most existing online learning methods assume homogeneous data types and synchronous arrival of features and labels. In practice, data streams are typically heterogeneous and exhibit asynchronous label feedback, making these methods insufficient. To address these challenges, we propose a novel algorithm, termed Online Asynchronous Learning over Streaming Nominal Data (OALN), which maps heterogeneous data into a continuous latent space and leverages a model pool alongside a hint mechanism to effectively manage asynchronous labels. Specifically, OALN is grounded in three core principles: (1) It utilizes a Gaussian mixture copula in the latent space to preserve class structure and numerical relationships, thereby addressing the encoding and relational learning challenges posed by mixed feature types. (2) It performs adaptive imputation through conditional covariance matrices to seamlessly handle random missing values and feature drift, while incrementally updating copula parameters to accommodate dynamic changes in the feature space. (3) It incorporates a model pool and hint mechanism to efficiently process asynchronous label feedback. We evaluate OALN on twelve real-world datasets; the average cumulative error rates are 23.31% and 28.28% under the missing rates of 10% and 50%, respectively, and the average AUC scores are 0.7895 and 0.7433, which are the best results among the compared algorithms. And both theoretical analyses and extensive empirical studies confirm the effectiveness of the proposed method.
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Pham, Phillip, Dandu, Vidya, King, Jennifer et al. · IUScholarWorks (Indiana University) · 2024
Background/Objective: Dedicated educational sessions can improve residents’ interest in a career in oncology. Challenges remain with creating effective learning resources tailored to multiple learning styles on busy oncology rotations. Here, we aimed to build an effective and adaptable oncology curriculum for learners using online, multimodality, and interactive learning tools and resources. Methods: Using the Canvas® online learning management system, modules covering specific cancer types were created, each with a pre-survey to assess learners’ evaluation of their own knowledge and comfort of the specific cancer type, a brief video or audio file covering high-yield material about the cancer type, interactive case-based questions to review and reinforce content, and a post-survey to assess the change in knowledge and comfort in clinical application of the material. As initial modules were built, learner preference for module style was evaluated and subsequent modules were adapted based on that feedback. Pre- and post-surveys were rated on a 5-point Likert scale. Median values and interquartile ranges are reported. A one-sided t-test was used to compare responses. Results: Two initial modules were created. The lung cancer module included a high-yield voice-over PowerPoint presentation followed by interactive, case-based questions. The breast cancer module used a high-yield podcast with accompanying note handout followed by interactive case-based questions. After the completion of these two modules, six learners completed a ranking for preference of module learning style. Four learners preferred voice-over PowerPoint with case-based questions afterward, while the other two preferred upfront cases to work through followed by a voice-over PowerPoint for reinforcement. Of the listed module styles, a podcast was preferred the least. With this feedback, two additional modules were created, one with cases before a PowerPoint and another voice-over PowerPoint followed by cases. Overall, 21 learners have completed both pre- and post-survey responses for comparison. Median rating of the learners’ knowledge of a specific cancer type increased from 2-Fair (2) on the pre-survey to 4-Agree (1) after completing the learning module (p<0.001). All learners felt more comfortable with their clinical application of the cancer topic after completing the module, median 2(2) on pre-survey vs. 4(1) on post-survey (p<0.001). Median rating for feeling that knowledge of the specific cancer type increased after the module was 4-Agree (3). Discussion/Conclusions: Using learning science principles and an adaptive framework, this online, asynchronous oncology curriculum has resulted in improvements in learners’ perceived knowledge and clinical application of oncology topics. Further modules are being created and adapted in response to learners’ feedback.
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A. Lorens, G. Petukhov, I. I. Romanova · 2022 International Russian Automation Conference (RusAutoCon) · 2022
This paper presents the development of the remote stand for the HSE MIEM CAD Laboratory, which allows students to do laboratory work asynchronously. Currently, there is not enough face-to-face work of students in educational laboratories; it is important to be able to use the equipment of laboratories at any time, not limited to the time of classes or opening hours of the university. In addition, distance learning and advanced training courses are being actively developed; providing online access to laboratories will significantly reduce the cost of the educational process and increase its coverage. It is important to provide students with remote access to equipment to increase the effectiveness of training and to facilitate work with FPGA boards. That is why it was decided to modify the existing synchronous laboratory for sequential processing of user firmware. A GUI interface for the program, providing convenient configuration and interaction with a remote stand for the administrator, was developed. The HSE MIEM CAD Remote Laboratory is a software hardware complex that combines several laboratory stands and one control stand. The user is given the opportunity to work with FPGA boards in an asynchronous format, as well as to perform firmware of varying complexity and the required operating time.
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