Pedagogical Frameworks
Asynchronous learning modules have become increasingly popular due to their flexibility and self-paced nature. These modules consist of various learning objects such as text, images, videos, interactive components, and assessment tools that allow students to engage with the content at their own pace and convenience. The beauty of asynchronous modules lies in their adaptability, as they can be seamlessly integrated into courses or utilized as standalone resources. They support different learning contexts, including flipped classrooms, and provide interactive components that enhance student engagement. Moreover, the customizability of these modules allows educators to mix and match content to cater to specialized learning contexts. Once created, these modules can be easily reused, making them a time-efficient solution for educators.
When it comes to developing effective online learning tools, several principles and frameworks can guide instructional design choices. At a general level, experts suggest:
- Situating the tool within the student’s specific learning context;
- Embedding moments of interactivity and collaboration;
- Incorporating diverse modes of media to enhance learning experiences; and
- Grounding the tool in clear learning objectives.
Universal Design for Learning
Though some might seek a detailed blueprint that dictates what an asynchronous learning object should look like, it is worth noting that the Universal Design for Learning framework – or UDL – already provides us with a set of best practises that can be used to guide some instructional decision-making. UDL is a framework that improves teaching and learning for all learners, regardless of their needs or preferences. It asks instructors to provide layers of options for students to exercise more agency and choice over their learning experiences, and assumes that there are countless differences between learners for which instructors should be accounting. So, when looking for a set of guidelines that provide information about what an effective learning tool would look like, UDL is a powerful asset to have on hand.
A core principle of UDL is providing “multiple means” of engagement, representation, and expression in your instruction, to make it as accessible as possible to a wide variety of students – whether or not they’ve requested an accommodation or registered with Accessibility Services. These same principles translate just as well to the asynchronous context as they do to the synchronous classroom. To optimize learning, UDL asks instructors to provide multiple means of:
- Expression: Ways that instructors build affective experiences, garner motivation and interest, and cultivate hospitable classrooms for students.
- Representation: Ways that instructors convey information, such as explanation or instructions, through media and language.
- Expression: Ways that students demonstrate their own learning by communicating back with peers and instructors. (CAST, 2018).
But what might this look like in an asynchronous online learning object?
Engagement
Building in explicit moments of self-regulation into learning modules, such as goal-setting and self-reflection exercises.
Representation
Illustrating an information literacy concept through video, a visual diagram, a hierarchical list, and/or a text transcript.
Expression
Allow students to respond in a variety of format types to demonstrate their understanding or skill.
Pedagogical Frameworks
Furthermore, using an instructional design model can provide a structured approach to developing an online learning object with student needs in mind. These models can lead instructors through the steps of identifying desired results, planning learning experiences, and incorporating evidence-based practices, giving structure and shape to their development process. In the library and information studies literature, case studies document the ways that practitioners have used instructional design models to construct their learning objects. Of note, librarians have used Backwards Design (Diamond, 2019; Franklin et. al, 2021); the ADDIE Model (Allen, 2017; Campbell, 2014; Ezell, 2021); the USER Model (Dinscore, 2022); and Mayer’s Cognitive Theory of Multimedia Learning (Rapchak, 2017; Scales et al., 2014) to direct their creative process.
It is also important to adhere to best practices for creating different types of learning objects, complying with accessibility standards, and employing appropriate assessment tools such as rubrics, data analytics, and qualitative feedback for evaluating student progress and engagement. Regular revisions and updates are vital for maintaining the relevance, accuracy, and consistency of the content, ensuring that it meets the evolving needs of the learners.
By understanding the importance of asynchronous learning modules and the key elements of effective online learning tools, educators and instructional designers can create engaging and impactful educational experiences. The integration of pedagogical frameworks and adherence to best practices in content creation, assessment, and revisions contribute to the overall quality and effectiveness of online learning resources. With the ever-evolving landscape of education, these insights empower educators to design and deliver engaging asynchronous online learning experiences that meet the needs of their diverse student populations.
