If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick and Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.
What should I do synchronously?
Provide opportunities for interaction and support.
Social presence, or “the ability to perceive others in an online environment,” is shown to increase student satisfaction and perceived learning (Richardson et al., 2017). Using synchronous time to maximize social presence is one way to optimize learning for the hybrid modality. For example, rather than lecturing, consider using synchronous sessions for active learning, application, and peer or instructor support (Margolis et al. 2017; Farmer, 2020). If you want to lecture synchronously, consider segmenting the session so there is also time for discussion, activities, project work, etc.
Increase instructor presence.
Leverage synchronous sessions to make your presence felt; instructor presence is critical to student success and satisfaction in online or hybrid courses. When lecturing synchronously, consider focusing on experience-based content—the stories only you can tell—as opposed to content that can be delivered just as well via a reading or video. Working through problems or questions together can be an effective use of synchronous time, but keep in mind that students also benefit from video tutorials, which they are able to replay if they need to work through a problem or revisit a difficult concept (Chen et al., 2018).
Use tools confidently.
In advance of your live session, familiarize yourself with relevant technology. If you are using Zoom or other video conferencing software, you might review guides for using breakout rooms, co-hosting (for guest lecturers and student-led discussions), polling, and annotation features. Whatever technology you are using, it is a good idea to prepare for basic troubleshooting. Smooth tech use reduces distractions and affords more time for learning. Tech preparation can also help an instructor feel more comfortable, allowing their personality and experience to shine.
What should I do asynchronously?
Leverage page design.
Asynchronous spaces are best used to introduce important ideas and vocabulary and create space for autonomous learning (Margolis et al., 2017; Farmer, 2020). Consider segmenting asynchronous content pages, “chunking” large sections of text into manageable sections and paragraphs and breaking them up with headers, multimedia, images, and other design elements.
Vary content delivery.
A multimodal course offers ample opportunities for incorporating Universal Design for Learning (UDL) principles and advance accessibility. Among other things, asynchronous environments provide opportunities to display content in different forms. Presenting a process to students as both a video walkthrough and a written guide on the same content page enables students with different learning needs to have equitable access to content. You might also consider the benefits of different forms of media. Infographics display the interconnectedness of ideas, improving students’ critical thinking, analysis, and synthesis skills (Yildirim, 2016). And not only can videos be watched at any time, they can be watched in ways that support learners' specific needs. Students can fast-forward to sections of interest, rewatch sections on difficult concepts, and pause to take notes or work on practice problems, all of which can increase engagement and learning effectiveness (Prince and Felder 2020; Chen et al., 2018).
Support synchronous elements.
You can use asynchrony to support synchronous sessions, maximizing their efficiency and effectiveness. Before a live session, consider introducing or testing key concepts, ideas, or cases to prepare students for higher-order synchronous work. During and after the synchronous session, try to capture students' insights and ideas (Mick and Middlebrook, 2015). For example, consider having students take notes that they can share, summarize, and discuss on asynchronous discussion boards.
References
Beautemps, J. & Bresges, A. (2021, April). What comprises a successful educational science YouTube video? A five-thousand user survey on viewing behaviors and self-perceived importance of various variables controlled by content creators. Frontiers In Communication. https://doi.org/10.3389/fcomm.2020.600595.
Brame, C. and Perez, K. (2017). Effective educational videos: Principles and guidelines for maximizing student learning from video content. Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-03-0125.
Carmichael, M., Reid, A.-K., & Karpicke, J. D. (2018). Assessing the impact of educational video on student engagement, critical thinking and learning: The current state of play (White paper). SAGE Publishing, Inc.
CAST (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org/
Farmer, H. (2020, August 18). 6 models for blended synchronous and asynchronous online course delivery. Educause Review Online.
Hibbert, M. (2014, April). What makes an online instructional video compelling? Educause Review Online.
Krauss, J. (2012). Infographics: More than words can say. Learning & Leading with Technology, 39(5), 10-14.
Margolis, A. R., Porter, A. L., & Pitterle, M. E. (2017). Best practices for use of blended learning. American Journal of Pharmaceutical Education, 81(3), 49. https://doi.org/10.5688/ajpe81349
Mick, C. S., & Middlebrook, G. (2015). Asynchronous and synchronous modalities. In B. L. Hewett & K. E. DePew (Eds.), Foundational practices of online writing instruction (pp. 129–148). Parlor Press LLC.
Ou, C., Joyner, D.A., & Goel, A.K. (2019). Designing and developing video lessons for online learning: A seven-principle model. Online Learning, 23(2), 82-104. doi:10.24059/olj.v23i2.1449
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior 71, 402–417.
Seaton, D. T., Bergner, Y., Chuang, I., Mitros, P., David E. Pritchard, D. E. (2014). Who does what in a massive open online course? Communications of the ACM, 57(4), 58-65. https://doi.org/10.1145/2500876.
Simon, J. (2021). Video statistics, habits, and trends you need to know [New Research]. Techsmith Blog. https://www.techsmith.com/blog/video-statistics/.
Yildirim, S. (2016). Infographics for educational purposes: Their structure, properties and reader approaches. The Turkish Online Journal of Educational Technology, 15(3), 98-110.