KEY CONCEPT
Synchronous vs. Asynchronous Learning
Effective planning for online activities often involves finding the right balance between synchronous and asynchronous elements to accommodate different learning styles and schedules. The choice of which format to use depends on the learning objectives, the needs of the participants, and the subject matter being taught. Teachers should consider factors such as student availability, technological constraints, and pedagogical goals when designing online learning experiences (OpenAI, 2023).
Active and Authentic Activities
Well-designed and appropriately integrated learning activities and learning assessments in blended and online environments are key aspects of student engagement and understanding. Students learn very little simply by clicking a mouse, surfing the web, or discussing their favourite colour. Active learning and authentic learning activities are best.
As the instructional designer William Horton suggests, “people learn by considering, researching, analyzing, evaluating, organizing, synthesizing, discussing, testing, deciding, and applying ideas” (51). A way to consider designing activities within each weekly module is by incorporating three types of learning tasks he describes as Absorbing (A), Doing (D), and Connecting (C) activities.
The ADCs Explained
Absorb-type Activities
Absorb activities inform and inspire learning, and they enable motivated learners to obtain crucial and contextual information they need to further their understanding. In absorb activities, learners read, listen, or watch. These activities may sound passive, but they can be an active component of learning (68). Some examples include:
- PowerPoint presentations,
- Weekly readings (textbooks or e-texts or hyperlinked content),
- Podcasts, audio commentary or instructor-led stories,
- Repository of guided (active) student examples for assignments/activities,
- Video lecture, simulated demonstrations, instructional films (i.e. YouTube),
- Virtual tours or online websites (i.e. google art project), and
- Work-place scenarios or case-study examples.
Do-type Activities (D)
Do activities transform that information into knowledge and skills. In Do activities, learners discover, parse, decode, analyze, compose, combine, organize, discuss, debate, evaluate, condense, refine, elaborate, and, most importantly, apply knowledge. Here are some examples of do activities:
- Drill and practice — online quizzes, self-assessments, and surveys;
- Hands-on activity — short assignments or skills based tasks;
- Virtual labs — instructor created activities that involve practice and application, ready-made textbook ancillaries focusing on topic or other open educational resources (OEDs);
- Group/team projects — any activities that is practiced by a group;
- Guided analysis — activities that answer a “So what?” question;
- Role-playing activities — guided activity designed by instructor to test an outcome.
Connect-type Activities (C)
Connect activities help learners close the gap between learning and the rest of their lives. They prepare learners to apply learning in situations they encounter at work, in later learning efforts, and in their personal lives. Here are some examples of connect activities:
- Online discussion forums — these are the most common type of connect activities. Guided group questions encourage students to connect content to the external world and their own lives,
- Reflection Journals — Short written assignments,
- Group/Team Projects — any activities that is practiced by a group,
- Guided Critiques — reviews, peer assessments, etc., and
- Research activities — synthesizing online material and applying it to a given situation.
Not all ADC activities may be present in each module, and often the order and degree of complexity of each activity will vary. However, as a general rule, having an ADC aspect of each module is a solid plan. Horton suggests that the goal, when possible, is to have “learnings spend 40% of their time absorbing, 50% doing, and 10% connecting” (58). In addition, a fourth element is also often common – the testing activity, such as a weekly quiz (formative assessment) or a cumulative test (summative assessment).
How Can I Use This Technique in My FOL Course?
Think of each module in FOL as an opportunity to engage students in all three ADCs of learning:
- Start with reviewing your course learning outcomes (Course Plan CLOs),
- Then write module objectives (think of them as enabling goals) that detail what you what your students to achieve by the completion of the module, unit, or week.
- Make sure each set of module objectives contributes to achieving your CLOs. Ask yourself: “do they create alignment?” or, in other words, do the activities in each of your modules help the student to progress towards mastery of the course’s objectives.
- Finally, it’s important to be transparent; explain why your students are learning “X” or “Y” using words and phrases that are easy to understand. Below is a sample way to conceptualize your lesson:
| Module Focus | Module Objectives For Students | ADC Activities |
| Module 1 Topic/Unit Theme |
Upon completion of this weekly module, the learner will have demonstrated the ability to:
|
Readings (Absorb): Activities (Connect): Assignments(Do):Course Outcome Met(s): |
TIP: Another way to remember this process is the following: READ, DO, DISCUSS, REFLECT and sometimes TEST (RDDR & T). When you have planned your module, there are several ways you can execute this in Fanshaweonline using templates.
For more information about Absorb, Do, Connect, and Test activities, refer to the following website: E-Learning Examples
References
Horton, W. (2012). E-learning by design, 2nd edition. John Wiley & Sons.
OpenAI. (2023). ChatGPT 3.5 (Nov 11 version) [Large language model]. https://chat.openai.com/chat
Synchronous learning refers to real-time, interactive activities where instructors and learners are engaged simultaneously. This can include live video lectures, webinars, virtual meetings, or group discussions conducted at set times. Synchronous learning allows for immediate feedback, interaction, and a sense of community among participants.
Asynchronous learning, on the other hand, involves activities that do not occur in real-time and can be completed at the learners' own pace. This includes pre-recorded video lectures, discussion boards, online assignments, and self-paced quizzes. Asynchronous learning offers flexibility, allowing students to access materials when it suits their schedules.
Assessments that actively involve students in monitoring and assessing their own learning. They help to develop student’s ability to learn effectively and prepares students to be self-directed, reflective, and engaged learners.
Active learning is an approach to teaching and learning in educational pedagogy that emphasizes student engagement, participation, and interaction with the learning materials, instructors, and fellow students. In active learning, students take on a more active role in the learning process rather than passively receiving information through lectures or readings. This approach is designed to promote deeper understanding, critical thinking, problem-solving skills, and the application of knowledge.
Active learning is rooted in constructivist learning theory, which emphasizes the importance of connecting new information and experiences to prior knowledge and experiences to build new knowledge and understanding. It can also include collaborative and cooperative learning in small groups, which emphasizes the importance of peer-to-peer interactions in learning.
Active learning approaches have increased student performance and decreased failure rates, particularly for students from underrepresented and excluded communities.
