During our distance learning throughout the spring, there has been a great deal of discussion of synchronous vs. asynchronous instruction, including different opinions as to which format is better for each age group. Of course, just about any strategy for teaching and learning has both advantages and disadvantages. For this reason, most schools are offering a combination of synchronous and asynchronous approaches when implementing their distance-learning curricula. The schools that are striking the right balance have built an awareness of the kinds of assignments and learning platforms teachers should prioritize in each situation.
Generally speaking, synchronous instruction is necessary when conducting full-class lessons, particularly when there are discussions designed to optimize teacher-to-peer or peer-to-peer learning. Furthermore, students working together in small groups need to be connected in synchronous manners. And when teachers offer conferencing or feedback and evaluation through dialogue, synchronous instruction is essential. The same is true when students are sharing portfolios, documentation of research, or exhibitions of their work. And perhaps most importantly, social interactions and personal connections are best formed through similar kinds of synchronous activities.
Though this covers a great percentage of the teaching schools generally offer, asynchronous instruction also has certain advantages. For example, asynchronous learning is very effective when students need to absorb content at an individualized pace. Deep work that requires a great deal of reflection may also benefit from blocks of asynchronous time and guidance. Learning and assessment that emphasizes practice is also important to conduct using asynchronous timelines. Some students may also benefit from intermittent feedback and email or chat discussions that encourage self-evaluation between communications. In each of these instances, asynchronous instruction allows for greater individualization of the pace and absorption of content, promoting greater student autonomy and agency for learning.
As teachers and students grapple with the type of instruction they need to achieve the range of learning goals this spring, having both synchronous and asynchronous pedagogies in teachers’ tool belts is important, as well as a strong awareness for which type of instruction is best for the goals that are set within each facet of the curriculum. And knowing the advantages and limitations of each pedagogy will benefit remote instruction now as well as the teaching that will occur once schools reopen their doors.
