This type of course enables the instructor to prepare interactive course content, resources, and activities, for communication and/or collaboration to take place through the use authoring tools. Learning occurs at different time and/or place using an online learning platform.
The guidelines at the University of Belize governing an asynchronous course are as follows:
Course content is available for seven (7) days on the course page, starting Monday 12:01 AM and Closing on Sunday at 11:55 PM.
Course Coordinators can utilize any authoring tool which includes but is not limited to Articulate 360, OER commons, Zoho Showtime, H5P or any software to develop informative, engaging and interactive course modules for students.
The guidelines for asynchronous courses should include:
Short Introduction message with the objectives for the lesson
Reading, video, audio from reliable sources
Reflection or comprehension question
Screencast video of instructor providing instruction or video lesson
Practice time for student
Summary and short preview of upcoming week.
Each section shared above should be no more than 10 minutes in video length and should constantly engage students with the content and critical thinking as they maneuver the lesson. It is vital that for each segment created the deliverables and instructions are clear. This can be placed in the overview section on the course template. Be sure to create check points (Feedback) along the way to ensure that students are mastering the content being presented in the lessons. Please be sure to upload videos in 10 minutes segment.
Respond to Forum Discussions on a daily basis to help keep students on track with the discussions.
Establish a 12-24 hours respond time to enhance the student services offered at the University
The online learning management space for asynchronous learning activities is a complex space with many activity opportunities. Learners will often be in the space alone, yet through their engagement with the written discussions, artefacts and other traces of activity by the instructor and other learners, the space can feel active and dynamic.
Cleveland-Innes (2018)