Welcome to the module on best practices derived from the hybrid/dual and distance learning of 2021.

Before the spring of 2020, ‘asynchronous’ learning was one of those educational buzzwords thrown around in casual conversations. It didn’t fit with our understanding of K-12 or higher education; a facilitated academic experience, taking place in an envy-covered building of learning, on a consistent schedule. The importance of the routine, to build schema and develop anchor experiences which will create a solid foundation for learning, is central to cognitivist learning theory Yilmaz (2011). Students need to take an active role in their learning process… but how do we as teachers provide engaging learning environments and opportunities for a range of students when they are learning from home?

Initially, in the beginning of the emergency response to Covid-19, many teachers tackled this challenge by continuing to gather all their students together on a synchronous video-conferencing tool, and running class as close to ‘normal’ as possible. This type of learning is considered ‘synchronous’ – all students are accessing the same material at the same time, via the same tool (Park & Bonk 2007). In a traditional in-person classroom, this is easy to manage – students arrive in class by a certain time, and the “tool” doing the direct instruction is the teacher. It is ideal for collaborative learning, since all the students are in the same space at the same time for the same purpose. However,  in an online environment, this is not sustainable. 

Distance learning presents unique challenges, with students struggling to access stable wifi, caring for other family members, and even when the environmental factors are perfect for learning both teachers and students can fall subject to screen fatigue. Blue light from too much screen exposure has been shown to have adverse side effects especially around night-time.  Others have even said how blue light from screens might also add to eye strain and can cause headaches.  Blue light glasses are suggested to help filter out this type of light from screens.  Many technology companies such as Apple, Microsoft, and Google have added a way to incorporate a night mode which reduces blue light and increases orange tint.  This is meant for evening times around bedtime, but others have used the feature when they need to look at a screen for hours at a time to reduce strain and headaches. One option proving to be successful for many teachers and students alike, during these challenging and uncertain times,  is ‘asynchronous’ learning. 

Asynchronous learning is access to educational content that students can utilize at their own time and pace. It relies heavily on students taking ownership of their learning, but also allows them to make it more meaningful in their personal lives. Despite the lack of direct human interaction, it is a very humanistic approach to teaching, because it takes all factors of the students’ lived experiences and learning styles  into consideration when crafting instruction.

Potentially the best learning environment for the students may be a blend of synchronous and asynchronous learning. Take a look at 6 models for blended synchronous and asynchronous course delivery and notice that subject matter as well as learner’s autonomy level are both important in determining which model best fits your course.  If your course best fits a mainly asynchronous approach consider holding regular virtual office hours to help learners feel more connected, stay motivated, and build a class community.  These office hours can be a time where students can randomly drop in, be independent scheduled meetings, or full class check-ins where everyone signs in for 15-30 minutes to discuss a course relevant topic.

As you begin to interact with different tech-based learning tools for your Covid-19 teaching experience, consider the SAMR model. What kinds of technology and resources are you providing to your students, and what power do those tools bring to the table? Do  your students need to engage with your content with you, or can they access the same content in a time and place that best fits their lives outside of school? Are they learning best from a recording of your direct instruction, or from an interview with an expert in the field?

Below, you will find some tips & tricks from rockstar educators (biased personal opinion, because several of these educators are friends of mine!),  who are blending asynchronous learning opportunities with their traditional teaching methods:

• 5 Ways to Support Your Students Virtually
• What is the Grid Method?
• Synchronous vs Asynchronous Online Learning
• A House System Gone Digital
• Considerations for Distance Learning
• Free Technology for Teachers

Educational Researchers — who? what do they know about it? and what do you believe?

We will be introducing Conjecture Maps in another module. Conjecture Maps are one way to externalize the design thinking of educators as they seek to wisely integrate technology into their teaching.  Sandoval (2014) described conjecture maps as involving both design conjectures and theoretical conjectures (see Figure 1 from that paper)

The wise integration of technology into teaching can also be viewed as finding the best overlap between the way a teacher wants to teach (pedagogy), the content to be covered, and the affordances (possibilities for action) of a particular technology tool or app, as graphically summarized in the TPACK Venn diagram framework.

This module provides the background for discussing the design process and theoretical basis for wise technology integration decision making.

Enduring Understanding- Student Learning Outcome from this module

There will be enduring changes in Education resulting from the emergency pivot to Hybrid and Distance Learning. Those lasting changes should be guided by a warranted design process and theoretical and empirical research on effective teaching and learning.