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Asynchronous and Synchronous Instruction

There is ongoing debate about which instruction method is "better" for delivering course information, interacting with students, and supporting students in meeting course goals. This website page addresses common misconceptions regarding asynchronous and synchronous instruction, or a hybrid of both.

(Download a PDF of this page content: Asynchronous and Synchronous Instruction.pdf)

Which Method is Best?

As with any component of your course design, you need to ask yourself how your content and delivery method supports your learning goals. Neither course delivery method is superior to the other; your choice largely depends on your subject matter, class size, and how this choice supports student learning. That said, many instructors believe they must deliver live lectures in real-time, similar to their face-to-face classes, in order to effectively present information. Additionally, many instructors believe they must facilitate live discussions in order to have engaging interactions with and between students. In fact, asynchronous lecture material can be effective, if designed well; and students can have engaging interactions without meeting in real time, if activities and discussions are designed and facilitated well. Below we list some of the benefits and challenges of each method.

Regardless of which delivery method you choose, you should be aware of the limitations and barriers your students may face with either method, especially synchronous delivery. A well designed and well facilitated course will engage your students using either method, if you prepare your students well in advance. If you have only delivered lectures live via Zoom, you might consider exploring new methods. Consider the following questions:

  1. Is this asynchronous workshop engaging and interactive?
  2. Would this workshop be more effective if we met together during designated times and you listened to me lecture and asked questions in real time?
  3. Are pre-recorded lectures an option for your course? This allows students to revisit and absorb the content as needed.
  4. Are there other resources that can serve as an alternative to your lecture material?

Of course there are many reasons instructors rely on synchronous Zoom lectures, especially for unique topics or activities that have no asynchronous equivalents. Additionally, given our current circumstances, you may not have time to fully develop your asynchronous lecture material before the course begins.

What is Synchronous learning?

Synchronous learning is a general term used to describe online instruction that occurs at the same time, but not in the same physical location. The term is most commonly applied to online learning in which students learn from instructors in real time, but not in person. For example, video conferences, interactive webinars, chat-based online discussions, and lectures that are broadcast live via Zoom are all forms of synchronous learning.

What is Asynchronous learning?

Asynchronous learning occurs in different locations and also at different times. For example, prerecorded video lectures or PowerPoint presentations, emails between teachers and students, online discussion boards, and learning management systems, such as Canvas, that organize course materials and activities are all forms of asynchronous learning. Students access and engage with learning materials on their own time, at their own pace, within a given time-frame, and with stated due dates for assignments and discussion posts.

Advantages and Disadvantages

Below you will find a table with advantages and disadvantages for each method; this is not a comprehensive nor detailed list. Please keep in mind the effectiveness of the methods largely depends on how the course content, activities, and interactions are designed and facilitated. Additionally, a hybrid method might work best for some courses.

Asynchronous and Synchronous Instruction
Method Asynchronous Synchronous
Advantages
  1. Offers students control over their learning
  2. Flexibility and convenience; students learn at their own pace
  3. Fewer social obstacles
  4. Interactive regardless of location and time barriers
  5. Reinforces learning (students can access materials as needed to revisit concepts)
  6. Fosters community (if designed effectively)
  7. More equitable participation in discussions (introverted students participate more/extroverted students develop listening and reflection skills)
  8. Students with learning disabilities and English language learners have more time to process information, and prepare for discussions
  9. Fewer obstacles with technology
  10. Fewer distractions
  1. Information is presented in real time
  2. Collaboration and interaction occurs in real time
  3. Instructor can provide immediate feedback
  4. Students can ask questions in real time
  5. Students may be more motivated in real time
  6. Students feel less isolated
  7. Social cues can encourage engagement (although social cues can also be detrimental for various reasons, especially for students with social anxiety disorder)
  8. Fosters community (if facilitated effectively)
Disadvantages
  1. Lacks instant feedback (although instructors can set notifications to provide quick feedback to assignment submissions)
  2. Lacks in-person interactions with social cues
  3. No live collaboration and real time activities (although these can be built in)
  4. Can cause lack of motivation (although there are strategies to increase motivation)
  5. Can cause a sense of isolation (although there are strategies to decrease isolation)
  6. Requires self-discipline and time management skills
  1. Access to and use of technologies (computer, webcam, internet speed)
  2. Local time barriers for students who live in other time zones
  3. Inequitable access: Economically disadvantaged students may not have adequate learning space, internet speed or private space to use a webcam
  4. Distractions: Listening and note-taking may be problematic for some students
  5. English language learners and students with disabilities may face barriers, including students who are deaf or hard of hearing (missing video captions for live lectures), and students who are blind or low vision (if visual information is not described adequately)
  6. Inequitable participation: As in face-to-face classes, more extroverted students may speak out more, and more introverted students may not engage

Resources

Image by Alexandra_Koch from Pixabay

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