Asynchronous online learning

Asynchronous learning allows the sequence of teaching and learning between teachers and students to take place at different times (Chen et al., 2005).

Asynchronous learning model is characterized by allowing students to complete the content at the time that suits them best outside the classroom, thus placing more weight on the organization and self-efficacy of the learner.

There are entirely asynchronous methods of learning where students don't need to attend class (whether online or in-person) at a specific day and time. Instead, they utilize study materials issued by their teacher, which might include the teacher's own recorded lectures or video tutorials, as well as other provided videos, documents, and reading materials. As we will discover in the following section on blended learning, this asynchronous aspect can also be mixed with synchronous sessions (whether online or in-person).

​​Therefore, in a fully asynchronous context, learners work at their own pace (within the set deadlines) and typically on an individual basis. Students have access to the materials provided by the teacher and are aware of the tasks to be carried out. However, this can lead to a lack of interaction from students, resulting only in comments within forums (Fisher et al., 2021).

It is, therefore, the teacher's responsibility to ensure that these social interactions take place outside the classroom as well as in the classroom, providing activities to encourage feedback in the forums, and generating activities in which students have to interact both inside and outside the classroom. Some recommendations for implementing asynchronous learning are ( Budhai & Skipwith, 2022):

• Organize and outline the meetings or tasks that are going to take place online, to favor the good organization of the students.

• Show continuity and schematization in the sequencing of videos.

• Promote feedback and dialogue between learning forums.

• Provide concise and well-organized digital elements, such as rubrics, prompts, checklists, etc., to facilitate the students' self-efficacy and organization in learning.