The pandemic prompted colleges and universities to adopt new learning models in order to continue teaching and learning after lockdowns. Higher education has had to carefully examine and change up their course design to incorporate hybrid and asynchronous learning.
Colleges and universities have learned some lessons along the way. The “Course Design: Hybrid & Asynchronous Learning Best Practices” session, part of Fierce Education’s recent online event, "Higher Education: Helping Faculty Navigate Top Challenges in This New Blending Learning Environment," explored some proven techniques and strategies for hybrid and asynchronous learning that higher education institutions can implement right now. The session was presented by Dr. Brent Scholar, Professor, College of Integrative Sciences and Arts, Arizona State University, along with Course Hero’s VP Academics, Sean Michael Morris. Course Hero was the sponsor of the session.
An audience poll revealed that a majority of institutions have been able to incorporate hybrid and asynchronous components into courses. Participants have explored tools and technologies to better engage students in this blended learning environment, with 55 percent saying they have tried these tools somewhat, and 38 percent reporting they have come a long way in using these technologies.
“It is easier to create community in an in‐person environment, but doing so in a hybrid or in an asynchronous online environment can be more challenging since we could be spread out around the world,” according to Scholar. “As people we learn from each other, without interactions and relationships. We may get stuck in a focus point of view without allowing for new ideas.”
Scholar presented pedagogy associated with building community and peer-to-peer interaction and shared student points of view, in addition to presenting seven best practices for hybrid and asynchronous learning. “Garrison Anderson and Archer created a framework regarding the importance of building community and higher education. The three aspects are cognitive presence, social presence, and teaching presence. Community is best built when these elements work together,” he explained.
Scholar’s best practices include:
Use annotation software. Scholar explained that he uses online annotation software to engage students. “This offers me the ability to choose the type of material I want students to review, which includes traditional textbooks, open education resources, web pages, videos or other materials,” he noted. He then sets prompts throughout the materials so he can raise the level of teacher presence while commenting and answering questions throughout the course.
Send a welcome email. A teacher can establish his or her presence during the course design phase, even before the actual class begins. Scholar includes an explanation of how the class will interact, and provide an annotation access code to enrolled students automatically so everyone can access materials throughout the course.
Model the way. Showing the steps needed to accomplish a task is helpful. Professors can demonstrate how they want students to do the work by modeling. “I model the level of engagement I want from students by posting regularly, correcting misinformation and answering questions,” he explained.
Provide direct personal feedback. Scholar reviews each student’s annotations and interactions to ensure they are connecting to the material the way they should, and connecting to each other. “I then provide them best practices for and give direct feedback based on their earned grade,” he said.
Give general feedback. By providing general feedback in a course announcement and outlining ways to improve student engagement with one another, Scholar sets his expectations while enabling students to know what’s expected of them.
Incorporate video responses. In an effort to create a more social atmosphere during the traditional course introductions, Scholar gives students the option to include photos or videos. “I typically welcome each student to class in his or her introduction, and provide feedback so they see me as a person, too, and not just some evaluating machine,” he said. Some additional recommendations include creating smaller communities for interaction, grouping students together in smaller units so they can see their group posts and not the entire class, which can be overwhelming.
Allow students to choose the work that interests them. Students are more likely to find the work meaningful if they have some ability to control aspects of the work. “We can create assignments that fulfill course requirements but also allow students to express themselves in different ways,” Scholar pointed out. For instance, he offers opportunities for students to choose their own adventure with their assignments, giving them some autonomy while fitting into where they are in their career and what they want to learn, he adds.
Specific, specialized software solutions can help facilitate peer interaction and evaluations and student engagement with course content. Sophisticated solutions for annotation, for instance, use artificial intelligence to automatically grade students and others allow students to pick their own adventure.
Course Hero’s Morris explained that his company has embraced artificial intelligence in its offerings and that it uses AI to support students in the research that they do on its site. “It’s fueled by students, and by the sort of students who are taking education into their own hands,” Morris said. “They use our tool for resources and to find different kinds of support for the work they’re doing. The AI responds to search queries to support the kinds of problems they’re trying to solve.”
This session and all others from the event are available on demand here.
For more articles from the event see:
Higher Education Can Bridge the Learning Gap Sparked by COVID
Solidifying Online Learning to Reach the Amazon Generation
Teaching Through the Screen: Engaging the Imagination of Students