Asynchronous online formats

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Teaching with asynchronous online formats

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Asynchronous online formats are structured in such a way that students do not need to participate at the same time. This not only enables flexible learning, but also reduces the stress on the digital infrastructure. Therefore, the design of asynchronous online formats is strongly recommended. The learning platforms offer numerous possibilities for those formats. Supplement these only occasionally with synchronous phases.

Making Learning Content Available Online

Working with students

Carry out learning success controls

Contents can be conveyed in many different ways via the learning management systems ILIAS and Stud.IP. Apart from simple texts and pictures you can also integrate other multimedia elements.

In order to move from the receptive course phase to the active course phase, various tools are available to activate students. The learning management systems also have options for this.

If you want to check whether your students have understood and internalized the contents they have learned in the phase of knowledge transfer during the semester, you can easily offer self-tests and exercises via ILIAS.

Advantages

Courses with asynchronous communication have the advantage of being purely online-based. They enable students to deal with the contents and tasks of the course in their own time and place and thus take their individual learning behaviour into account. Asynchronous courses can be supplemented by synchronous online format, but can also be held without this extension.

Requirements

The prerequisite for this form of course is an online learning platform like ILIAS on which learning materials and tasks are provided which the students work on independently. Furthermore, it is advisable to define digital tools in the course. With their help, all participants collect their individual work results centrally and make them accessible to all. These tools are e.g. wikis, blogs, or applications for collaborative content creation like Etherpads. These tools can also be provided via the learning platform ILIAS.

Recommendations

  • Provide learning material in the form of references, links to digital sources, instructional videos and exercises on the learning platform.
  • Phrase clear work assignments.
  • Define communication channels that all participants can access.
  • Define a place where work results can be collected and processed centrally and in a way that is accessible to all. Limit yourself to one tool if possible.
  • Encourage the participants to communicate with each other.
  • Be approachable and react promptly to questions from students.
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