Asynchronous discussion
Also known as: message board, blogs, chat, group discussion
Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. Asynchronous discussion offers student-focussed, guided learning opportunities that do not require real-time collaboration with the teacher or peers. The teacher may set the self-paced learning modules, online message boards, blogs and email threads for students to complete over a set time period. The term is most commonly applied to various forms of digital and online learning in which students learn from instruction — such as prerecorded video lessons or game-based learning tasks that students complete on their own.
ICT templates
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Office 365 |
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Google G Suite |
Make sure you are logged into your Microsoft account or Google account before accessing these templates. For more support refer to Getting started with technology
How to use with ICT
Online platforms such as Google Classroom and Microsoft Teams allow students to participate in a range of asynchronous discussion activities through forums and chat functionality.
Single computer
When classroom ICT is limited to a single device project the topic thread to prompt in-class discussion or to remind students to contribute to an ongoing thread outside of the classroom.
External resources
| Title | Link | Description |
|---|---|---|
| Connecting beyond the classroom – move from local to global learning modes | Move from local to global learning modes (new window) | This peer-reviewed research paper shares a framework for making vital connections beyond the classroom. |
| Online tools that support asynchronous learning by Deepa Katambur | Asynchronous learning (new window) | A summary of five effective online asynchronous learning tools. |
| Voxer: I get it now by Peter deWitt | Voxer: I get it now!!! (new window) | A blog post that discusses the advantages of asynchronous discussion using the Voxer app. The advantages are common to all asynchronous discussion tools. |
| Education balancing act by Jennifer Ritter | Asynchronous, synchronous, and blended learning (new window) | Explores the advantages and disadvantages of asynchronous, synchronous and blended eLearning. |
| Definition, benefits, and example activities by Elizabeth Trach | Asynchronous learning: Definition, benefits, and example activities (new window) | Explores the key features of asynchronous learning and offers practical information for a variety of implementations. |
| Tools for online asynchronous learning by Joanne Lau | Tools for asynchronous learning (new window) | Comprehensive information on ways to transition face-to-face classes to asynchronous learning. |
| Synchronous and asynchronous learning by Maria Aragon | Synchronous and asynchronous learning (new window) | 17 slides covering asynchronous learning elements useful to educators. |
| Active teaching lab recap: Asynchronous discussions in Canvas by Karin Spader | Asynchronous discussions in Canvas (new window) | The key takeaways from professional learning on how to design more productive asynchronous class discussions in Canvas. |
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Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.