Asynchronous learning

[1] In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions.

Course management systems have been developed to support online interaction, allowing users to organize discussions, post and reply to messages, and upload and access multimedia.

[3] These asynchronous forms of communication are sometimes supplemented with synchronous components, including text and voice chat, telephone conversations, videoconferencing, and even meetings in virtual spaces such as Second Life, where discussions can be facilitated among groups of students.

The first significant distribution of standardized educational content took place during World War II; the branches of the US military produced hundreds of training films, with screenings numbering in the millions.

With seminal applications such as Seymour Papert's Logo programming language, students were able to learn at their own pace, free from the synchronous constraints of a classroom lecture.

Rather than enriching discourse on the targeted topic, such attitudes have a negative impact on group identity development and individual comfort levels which will, in turn, decrease overall involvement.

The constructivist theory that supports asynchronous learning demands that instructors become more than dispensers of knowledge; it requires that they become instructional designers, facilitators, and assessors of both grades and their teaching methods.

Schifter notes that a perceived additional workload is a significant barrier to faculty participation in distance education and asynchronous learning, but that perception can be mitigated through training and experience with teaching in these environments.

Institutions must provide a computer network infrastructure, including servers, audio/visual equipment, software, and the technical support needed to develop and maintain asynchronous learning environments.

Technical support includes initial training and setup, user management, data storage and recovery, as well as hardware repairs and updates.

[13] Research indicates faculty members who are hesitant to teach in asynchronous learning environments are so because of a lack of technical support provided by their institutions.