Relevant bibliographies by topics / Asynchronous online environments

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Asynchronous online environments'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Asynchronous online environments"

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Cleveland, Simon, and Gregory Block. "Toward Knowledge Technology Synchronicity Framework for Asynchronous Environment." International Journal of Knowledge Society Research 8, no. 4 (October 2017): 23–33. http://dx.doi.org/10.4018/ijksr.2017100102.

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While distance learning education continues to grow, online instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this study examines a set of knowledge building blocks that play a role in the online knowledge exchange process. Knowledge technology synchronicity framework for asynchronous environment is proposed that integrates knowledge seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.
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Pratama, Mochamad Rizqi Adhi, Maya Kurnia Dewi, and Endang Susilowati. "Integrating Camtasia, YouTube, and Google Classroom to create asynchronous learning environments." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1549–63. http://dx.doi.org/10.18844/wjet.v14i5.7671.

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Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching. Keywords: English teaching, COVID-19 pandemic, asynchronous learning, Camtasia, YouTube, Google Classroom.
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Utomo, Slamet, and Titis Sulistyowati. "Asynchronous Online Learning: Top-down and Bottom-up Processes for Listening Practices." Language Circle: Journal of Language and Literature 16, no. 2 (April 27, 2022): 413–25. http://dx.doi.org/10.15294/lc.v16i2.34047.

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Asynchronous learning can be the best choice to provide a new learning environment during the pandemic situation because asynchronous environments treat students as autonomous learners. Students can learn with no time limitation, and students can learn on online activities independently. E- EFL learning can be done by adopting asynchronous learning. This study examined the asynchronous learning effect on the students listening skills. This learning also adopts the principle of top-down and bottom-up listening strategies. Teachers modify and develop the listening activities to meet the students' needs by using the Google Form link. In this research, the researchers introduce news items as listening resources. The researchers conducted this study to study the listening proficiency of first-semester students before and after implementing the top-down and bottom-up listening processes in asynchronous learning environment. This experimental research is one group pretest and posttest only. To determine the effectiveness of the asynchronous top-down and bottom-up listening processes, the researchers used the Wilcoxon test to analyze the significant difference between the pre and posttest. The researchers conclude that the top-down and bottom-up process in listening is suitable for teaching news items. The paired sample test proved a significant difference between the pre and posttest data which then indicates that the students' listening comprehension on news items increases significantly. Asynchronous learning offers students many advantages while they are practicing online listening. Problems and listening difficulties challenge the teachers to develop the learning management for further achievement.
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Landor-Ngemi, Jarrett. "Synchronous, Asynchronous, and Face-to-Face Instruction: Students’ Perception of their Effectiveness during the COVID-19 Pandemic: A Policy Paper." Advances in Social Sciences Research Journal 9, no. 8 (September 3, 2022): 591–96. http://dx.doi.org/10.14738/assrj.98.13006.

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The COVID-19 pandemic led to the abrupt transition from the traditional face-to-face instruction to distance learning. Although Web-based and computer-mediated learning continues to be scrutinized because of the long-believed perception that it is inferior to face-to-face instruction, the wake of the current COVID-19 pandemic has led University leaders to make online learning mandatory. Despite the rapid growth of Web-based/online instruction in higher education, many faculties do not see the potential of Web-based instruction in improving student learning and achievement This paper seeks to investigate students’ perception of synchronous, asynchronous, and face-to-face instruction during the distance-learning phase of education and the implications for public policy. the study employed a quantitative research design. The participants for this study were graduate and undergraduate student groups enrolled in public four-year institutions of higher learning. assess student perceptions of effective learning environments across the dimensions of synchronous online instruction with SOIV, asynchronous online instruction, and face-to-face instruction. The rationale behind this research was based on an assessment of the elements of quality instruction found throughout the dimensions of SOIV, asynchronous online instruction, and face-to-face instruction. The results show that students would prefer asynchronous online learning environments rather than SOIV.
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Benton, Cynthia J. "Asynchronous Learning and Faculty Development." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 89–96. http://dx.doi.org/10.4018/jicte.2011010109.

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A phenomenological study of higher education faculty experiences with course content adaptation, methodological changes, and program assessment, this paper summarizes both psychological and work-effort considerations for creating online learning environments. Using journaling, student responses and interviews, the qualitative, two-year study yielded consistent conclusions regarding the need for supported and interactive development for faculty. Online classroom practices are investigated and a number of navigable and intractable problems are summarized. Implications for higher education practices in program design, faculty development and student learning are also described.
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Gao, Fei, Tianyi Zhang, and Teresa Franklin. "Designing asynchronous online discussion environments: Recent progress and possible future directions." British Journal of Educational Technology 44, no. 3 (June 20, 2012): 469–83. http://dx.doi.org/10.1111/j.1467-8535.2012.01330.x.

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Mainka, Christina. "Science in the virtual learning environment as more than online conversation." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 47–52. http://dx.doi.org/10.29311/ndtps.v0i2.434.

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The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.
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Kimbrel, Laurie A. "The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions." Journal of Curriculum and Teaching 9, no. 3 (August 22, 2020): 172. http://dx.doi.org/10.5430/jct.v9n3p172.

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Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.
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Nelson, Michelle L., Kristy Oden, and Laura L. Williams. "Student motivation to participate in asynchronous online discussions." Journal of Nursing Education and Practice 9, no. 9 (May 31, 2019): 6. http://dx.doi.org/10.5430/jnep.v9n9p6.

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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
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Zheng, Robert Z., Jill A. Flygare, and Laura B. Dahl. "Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments." Journal of Educational Computing Research 41, no. 2 (September 2009): 195–226. http://dx.doi.org/10.2190/ec.41.2.d.

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The present study investigated (1) the impact of cognitive styles on learner performance in well-structured and ill-structured learning, and (2) scaffolding as a cognitive tool to improve learners' cognitive abilities, especially field dependent (FD) learners' ability to thrive in an ill-structured learning environment. Two experiments were conducted with 116 college students recruited from a large research I university in the west of the United States. Experiment 1 ( n = 42) employed the group learning strategy to match learners' cognitive styles in asynchronous online learning. The results showed that the style matching strategy failed to yield expected gains in ill-structured asynchronous learning for FD learners. Different from the style-matching strategy, experiment 2 ( n = 74) used a scaffolding model proposed by Cazden (1988) to improve FD learners' cognitive abilities in asynchronous online learning. Results indicated that focusing on learners' cognitive abilities proved to be more effective than style-matching strategy for FD learners in both ill-structured and well-structured asynchronous online learning. Implications of the findings were discussed with suggestions for future research.
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Dissertations / Theses on the topic "Asynchronous online environments"

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Castan̋eda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001278.

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Castañeda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2814.

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This dissertation reports on an investigation of corrective feedback provided by instructors to learners in sixteen online asynchronous and synchronous interactions. The overarching objective of this study was to examine the provision of corrective feedback in computer-mediated communication (CMC) environments. This study also sought to examine the frequency of corrective feedback types and the relationship between learner error and corrective feedback provision. Finally, this study investigated what types of corrective feedback led to repaired learner responses.Over the course of one university semester, the instructors and students in four second-semester Spanish courses participated in bulletin board and chat room discussions and a detailed analysis of the transcripts revealed that instructors do provide learners with corrective feedback in online asynchronous and synchronous environments. The results also reveal that corrective feedback is more prevalent in the asynchronous environment than in the synchronous environment. A total of six corrective feedback typesexplicit correction, recasts, metalinguistic feedback, clarification request, elicitation, and repetitionwere found in these environments. All corrective feedback types were present in the asynchronous environment while repetition was not observed in the synchronous environment. The results indicate instructors overall preference for explicit correction in the asynchronous environment and preference for recasts in the synchronous environment. In the synchronous environment, different types of learner errors are followed by different types of corrective feedback. Recasts most often follow grammatical and lexical errors, while an opportunity to negotiate form is most often provided for multiple errors.
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Waters, James Wiedenbeck Susan. "Engagement, role-behaviors and thought-leaders. An analysis of student behavior in asynchronous online learning environments /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3120.

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Maxfield, R. Jeffery. "Online Education for Nontraditional Adult Students: Perceptions and Attitudes of Emergency Services Workers in Asynchronous Learning Environments." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/114.

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The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. Investigating the different ways in which students report their experiences and perceptions in the asynchronous, online environment provides a much richer understanding of nontraditional, adult students. This research used hermeneutic phenomenology, a qualitative methodology to explore and interpret deep human experiences. In other words, this research was conducted to better understand the lived experience of nontraditional students in an asynchronous online learning environment. This understanding was achieved through rigorous analysis of in-depth, semi-structured interviews and journal entries of four nontraditional, adult students enrolled in an online baccalaureate degree program. The purpose of the analysis was to describe the various experiences and perceptions, then group these experiences and perceptions into a logically organized description of the lived experience of adult emergency services students in the asynchronous online environment. Results revealed that student experience fell into two overarching themes, each with related subthemes. The two identified themes and subthemes are: (a) Theme I: Flexibility, with the subthemes of convenience, self-directedness/self-discipline, and reflectivity; (b) Theme II: Conflict of Values: A Paradox of Learning, with the subthemes of communication/socialization between students, student/instructor interaction, and the students’ paradigmatic shifting and conflicted beliefs on learning. A discussion on the relationship of the study results with the constructivist learning theory is presented, as well as the relationship of the results to adult learning theories and the affective domain of learning. A discussion on the study implications regarding asynchronous online delivery and suggestions for further research conclude this work.
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Sanders, Salvatore A. "Effect of Learner Attributes, Dialogue and Course Structure on Students’ Satisfaction and Performance in On-Line Course Environments." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151691500.

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Kassinger, Frances Duggan. "Examination of the Relationship Between Instructor Presence and the Learning Experience in an Asynchronous Online Environment." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/30248.

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This study identifies and assesses a more specific relationship between the online instructor presence and the online learner's experience than is currently offered in previous studies. Guided by three questions, the study asked: (a) What is the relationship between the online instructor communication style and the learning experience, as defined by the adult learner's cognitive achievement, ratings of the overall course experience, and perceptions of the instructor's performance; (b) What is the relationship between the strength (contact frequency with the learner) of that communication style (facilitating or non-facilitating) and the learning experience; and (c) What is the relationship between selected learner demographic variables (previous subject experience on the job and previous experience with the vendor's online learning environment) and the learning experience. The study included an examination of ex post facto data that depicted the interactions between 89 students and 9 instructors in 358 asynchronous, professional development class discussions. The examination revealed the presence and frequency of select instructor behaviors more acutely define the communication style and strength of the online instructor's relationship to the professional adult's online learning experience. The study's additional findings support earlier research that suggests prior learner experience relates positively to online learning outcomes. These findings contribute to the larger body of knowledge related to online instruction.
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Nykvist, Shaun S. "Arguing online : expectations and realities of building knowledge in a blended learning environment." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17710/1/Shaun_Nykvist_Thesis.pdf.

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The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.
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Nykvist, Shaun S. "Arguing online : expectations and realities of building knowledge in a blended learning environment." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17710/.

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The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.
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Viberg, Tomas. "Acronyms in an Asynchronous Environment : A Corpus Study of Acronym Frequency in Online Discussion Forums." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28414.

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This study is a research of the frequency of acronyms in an online forum and the meaning of the most frequent ones in their context. In the study, definitions are given for language forms used online so that one is able to compare a set of similarities and differences between these online varieties and the Standard English. The method consists of identifying and searching for a set of CMD-typical acronyms. These acronyms are taken from prior studies as well as from Crystal’s (2006:91f) list of known CMD-acronyms. The material is retrieved from an online forum of asynchronous communication, and the results show the frequency of the acronyms as well as discuss their meanings in context. The results indicate that acronyms are highly infrequent in asynchronous environments, and their use decreases from 2010 to 2013. The conclusion of this study is that the infrequency of acronyms in asynchronous environments may be due to the nature of asynchronous online communication, in which users have time to write their replies. When comparing this study’s corpora with studies on frequencies in synchronous environments, the acronym frequency in this study was lower than the frequency shown in the synchronous studies.
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Cherry, Shirley J. "Radiography Faculty Perceptions of the Effectiveness of Asynchronous Online Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2501.

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The purpose of this study was to assess radiography faculty perceptions of the effectiveness of asynchronous online courses. Learning effectiveness in a web-based virtual learning environment (VLE) was the conceptual framework for this project (Piccoli, Ahmad, & Ives, 2001). For the purposes of this study, learning effectiveness was defined as the quality of learning being comparable between online and traditional courses (Moore, 2011). Ten research questions were used to guide this study, and statistical tests were conducted to evaluate 17 null hypotheses. The statistical tests included use of one-way analysis of variance (ANOVA), Pearson correlations, and single-sample t-tests. Ten of the 17 null hypotheses were rejected. Research findings indicate that the effectiveness of online courses is not significantly affected by faculty position, type of institution, faculty age, or years of teaching experience. Faculty perceptions of the effectiveness of online courses increase with years teaching online courses, number of online courses taught in the past 5 years, and perceived competence with use of technology.
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Books on the topic "Asynchronous online environments"

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Durak, Gurhan, and Serkan Cankaya. Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2021.

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Durak, Gurhan, and Serkan Cankaya. Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2021.

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Durak, Gürhan, and Serkan Çankaya. Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2021.

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Durak, Gürhan, and Serkan Çankaya, eds. Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8701-0.

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Durak, Gürhan, and Serkan Çankaya. Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2021.

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Durak, Gürhan, and Serkan Çankaya. Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments. IGI Global, 2021.

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Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.
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Book chapters on the topic "Asynchronous online environments"

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Jeong, Allan, Douglas B. Clark, Victor D. Sampson, and Muhsin Menekse. "Sequential Analysis of Scientific Argumentation in Asynchronous Online Discussion Environments." In Analyzing Interactions in CSCL, 207–33. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-7710-6_10.

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Lazareva, Aleksandra. "Role of the Online Tutor in Establishing Social Presence in Asynchronous Text-Based Collaborative Learning Environments." In Interactive Collaborative Learning, 128–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_11.

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Abawajy, Jemal, and Tai-hoon Kim. "Online Learning Environment: Taxonomy of Asynchronous Online Discussion Forums." In Communications in Computer and Information Science, 706–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_76.

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Mercimek, Bariş, and Cansu Çaka. "Asynchronous Environments in Online Courses." In Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments, 96–116. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8701-0.ch005.

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Asynchronous e-learning environments can be used effectively to minimize the effects of access problems and technical disruptions that may arise due to the fact that synchronous e-learning environments require simultaneous participation. Asynchronous e-learning provides learners with the opportunity to think more in the process of constructing knowledge and critical thinking in online discussion activities. Having more time for learners can provide an advantage in understanding others' comments and writing their own. The course contents can be updated at any time and delivered to the learners quickly without wasting time. However, there is limited communication and interaction. It is important that the interaction is at a good degree, with the right methods and tools in a quality that will ensure and increase learning, and that the interaction tools are prepared and presented in a way that will increase the participation of the learners, taking into account the preferences and individual differences of the learners.
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"6. Language learning and teaching in written asynchronous environments." In Teaching Languages Online, 175–201. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093786-006.

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Dron, Jon. "Asynchronous Communication." In Control and Constraint in E-Learning, 161–88. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-390-6.ch009.

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This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.
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Richardson, Kerri. "Online Tools With Synchronous Learning Environments." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, 68–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1476-4.ch005.

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In this chapter, the author highlights the tools used in an online environment geared toward practicing teachers earning their master's degree. The focus will be on web-based platforms and the importance of both synchronous and asynchronous online learning. The author offers existing and new online instructors' ideas on how to structure their own synchronous learning environments. She will support her suggestions with relevant research references. Samples of teachers' representations used during class sessions will be included so the reader has a visual understanding of how the tools work. Asynchronous ideas will also be discussed for those who integrate both styles in their teaching.
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"3. Language learning and teaching in oral asynchronous online environments." In Teaching Languages Online, 85–125. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093786-003.

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Hollingshead, Aleksandra. "Designing Engaging Online Environments." In Research Anthology on Developing Effective Online Learning Courses, 516–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch027.

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Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.
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Hollingshead, Aleksandra. "Designing Engaging Online Environments." In Cultivating Diverse Online Classrooms Through Effective Instructional Design, 280–98. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3120-3.ch014.

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Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.
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Conference papers on the topic "Asynchronous online environments"

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Kawai, Goh. "Collaborative peer-based language learning in unsupervised asynchronous online environments." In Fourth International Conference on Creating, Connecting and Collaborating through Computing (C5'06). IEEE, 2006. http://dx.doi.org/10.1109/c5.2006.12.

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Yi, Xiaotong. "Student’s Cognitive Ability in Different Learning Environments-Asynchronous Online Learning vs Face-to-face Learning." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.291.

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Huang, Sheng-Jun, Chen-Chen Zong, Kun-Peng Ning, and Hai-Bo Ye. "Asynchronous Active Learning with Distributed Label Querying." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/354.

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Active learning tries to learn an effective model with lowest labeling cost. Most existing active learning methods work in a synchronous way, which implies that the label querying can be performed only after the model updating in each iteration. While training models is usually time-consuming, it may lead to serious latency between two queries, especially in the crowdsourcing environments where there are many online annotators working simultaneously. This will significantly decrease the labeling efficiency and strongly limit the application of active learning in real tasks. To overcome this challenge, we propose a multi-server multi-worker framework for asynchronous active learning in the distributed environment. By maintaining two shared pools of candidate queries and labeled data respectively, the servers, the workers and the annotators efficiently corporate with each other without synchronization. Moreover, diverse sampling strategies from distributed workers are incorporated to select the most useful instances for model improving. Both theoretical analysis and experimental study validate the effectiveness of the proposed approach.
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Yu-Feng Lan and Chia-Lung Yang. "A practical approach to encourage students participation in asynchronous online discussions based on expectancy theory." In 2009 IEEE International Conference on Virtual Environments, Human-Computer Interfaces and Measurements Systems (VECIMS). IEEE, 2009. http://dx.doi.org/10.1109/vecims.2009.5068907.

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Elumalai, Vimala, and Dhivya Bino. "ENHANCING STUDENT ENGAGEMENT WITH ASYNCHRONOUS LEARNING ACTIVITIES IN FLIPPED CLASSROOMS IN FULLY ONLINE LEARNING ENVIRONMENTS– A CASE STUDY." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0432.

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Nwaonumah, Ezebuugo, and Biswanath Samanta. "Visual Navigation of Wheeled Mobile Robots Using Deep Reinforcement Learning: Simulation to Real-Time Implementation." In ASME 2020 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dscc2020-3279.

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Abstract A study is presented on applying deep reinforcement learning (DRL) for visual navigation of wheeled mobile robots (WMR), both in simulation and real-time implementation under dynamic and unknown environments. The policy gradient based asynchronous advantage actor critic (A3C), has been considered. RGB (red, green and blue) and depth images have been used as inputs in implementation of A3C algorithm to generate control commands for autonomous navigation of WMR. The initial A3C network was generated and trained progressively in OpenAI Gym Gazebo based simulation environments within robot operating system (ROS) framework for a popular target WMR, Kobuki TurtleBot2. A pre-trained deep neural network ResNet50 was used after further training with regrouped objects commonly found in laboratory setting for target-driven visual navigation of Turlebot2 through DRL. The performance of A3C with multiple computation threads (4, 6, and 8) was simulated and compared in three simulation environments. The performance of A3C improved with number of threads. The trained model of A3C with 8 threads was implemented with online learning using Nvidia Jetson TX2 on-board Turtlebot2 for mapless navigation in different real-life environments. Details of the methodology, results of simulation and real-time implementation through transfer learning are presented along with recommendations for future work.
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Suero Montero, Calkin, Naska Goagoses, Heike Winschiers-Theophilus, Nicolas Pope, Tomi Suovuo, Erkki Rötkönen, and Erkki Sutinen. "SUPPORTING ACADEMIC ENGAGEMENT THROUGH IMMERSIVE TECHNOLOGIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end022.

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"Academic engagement refers to the overall quality of students’ involvement with schooling, including their activities and goals, as well as their connections with peers and educators. Much research has examined the facilitation and support of students’ academic engagement within physical classroom settings. However, the field of education has been experiencing a shift from the status quo modus operandi of face-to-face instruction to online synchronous/asynchronous instruction, which has impacted students’ engagement. This change has increased the demand to develop and adapt digital technologies that can support the engagement of students throughout online learning processes and their adjustment to the new educational norm. Fundamental research on the development and implementation of immersive technologies could provide a way forward, however we maintain that the development of such technologies needs to be guided by current pedagogical and psychological theories. Hence, in this paper, first we examine empirically substantiated frameworks of engagement and identify aspects that require consideration when developing new immersive technologies. Then, we present a succinct review of the technology-enhanced learning environments literature to determine how engagement has (or has not) been supported through immersive technologies, i.e., virtual reality (VR), augmented reality (AR), and 3D volumetric video. Finally, having embarked on the development of our in-house technology, an immersive 3D video prototype, we present the technology setup alongside the co-creation process that we are implementing to guide its development. Based on pedagogical and psychological research, we highlight several vital factors substantiating students’ engagement, including the significance of the teacher’s role and the importance of teacher-student and student-student interactions. These factors serve to guide our qualitative data collection during co-creation sessions to uncover students’ and teachers’ new perspectives of engagement in relation to the affordances that immersive technologies should offer. Our work presents insights to educators, technology designers and researchers about important educational frameworks and considerations directing our development of immersive technologies in support of academic engagement."
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Renelle, Amy, Stephanie Budgett, and Rhys Jones. "Active Online; Not Actively Learning." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.khesv.

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Imagine, a keen university tutor, excited to help revamp the statistics tutorials for a first-year course into one focused on student-led learning… only to need to rapidly adjust to online teaching thanks to Covid-19. I have been involved in small-class tutorials for two first-year university courses (150 and 2000 students each), with a few modes of learning implemented – in-person, compulsory and non-compulsory tutorials, asynchronous peer discussion videos and tutor videos, as well as live online tutorials. Covid-19 highlighted difficulties implementing active learning in an online environment. With reduced attendance, blank screens, and silence in response to questions, motivating students to actively learn proved difficult. While the adoption of online teaching required rapid adjustments, we can now make improvements to help maintain quality teaching and social connection within our classes. It is important we spend time investigating how to better encourage active learning, with empirical evidence needed to guide future practices.
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Alrushiedat, Nimer, and Lorne Olfman. "Anchored Asynchronous Online Discussions: Facilitating Participation and Engagement in a Blended Environment." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.113.

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Al-Tawil, Rima. "Electronic Nonverbal Cues (eNVC) and the Deeper Learning Tapestry." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8321.

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This poster illustrates the findings of my recent qualitative study that adopted a reflexive narrative methodology to explore whether electronic nonverbal cues (eNVC) can contribute to deeper learning through interaction and engagement in the online course discussion forums. The rationale for focusing on asynchronous discussions emanates from their absence from the list of instructional strategies used during the pandemic-forced pivot to remote teaching. Although discussion forums constitute the primary tool for distance education offered online, studies to date suggest that instructors not only rely on video technologies for emergency teaching, but also anticipate continued use of video conferencing tools post-pandemic. Narratives gathered throughout this study suggest that such tools can add to the frustrations of students facing various challenges such as: needing more time to process information before responding, having limited access to electricity and internet connection, or living in a crowded/noisy physical space that prevents them from focusing. While discussion forums can address some of these issues by liberating the learning environment from its spaciotemporal constraints, they are often perceived as lacking the level of interaction embedded in nonverbal cues exchanged during face-to-face communication. However, an examination of the categories of nonverbal cues reveals that some of them can infiltrate asynchronous, text-based communication as eNVC, including but not limited to: chronemics, absence or pauses in communication, and visual expressions. These eNVC are interwoven with written words like strands in a tapestry, and they have the potential of influencing the learners’ and instructor’s interaction and engagement that promote deeper learning. In the last decade, the term deeper learning emerged as an umbrella term for desirable attributes of twenty-first-century secondary education that prepare learners to succeed in education, career, and civic life. Scholars also describe deeper learning as an ever-evolving spiral that emerges at the intersection of mastery, identity, and creativity. The spiral analogy is pivotal to this study, along with the symbolism of the tapestry. The poster visually represents these imageries, connecting them with the participants’ recommendations for providing every student with opportunities to experience deeper learning through interaction and engagement in the online course asynchronous discussions.
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