Asynchronous learning sequences

What is an asynchronous learning sequence?

An asynchronous learning sequence is a deliberately designed series of LMS learning activities and/or resources that support student learning and can be completed by students at their own time and pace.

Why use asynchronous learning sequences?

If you’re thinking about ways to enhance, replace or re-work synchronous Zoom lectures, tutorials or seminars in dual delivery, flipped classroom or fully online subjects, asynchronous learning sequences  can be used to provide students with active, collaborative and feedback-rich learning that can be done independently at a time that suits students. Providing students with a sequence of activities can also provide a strong narrative pathway or story to help with their understanding and engagement individually, as well as allow collaboration between students who are in the classroom and students participating online. For example, an asynchronous Discussion activity can allow students who attend classes on campus to collaborate with students who take classes online.

How to structure a learning sequence

Ideally, sequences have a developmental narrative (eg inquiry-based, problem-solving or transformational learning) or a thematic unity. Think of a series of tasks spaced across several LMS pages that might include a short video with reflection points; a collaborative reading with student annotation of a journal article; a hypothetical or problem-solving Discussion activity; a practice quiz. With such examples, it is made clear to students the purpose of such tasks in terms of learning outcomes and assessments, roughly how long each task might take, and how to get the most learning out of them. In each case, students get feedback on their learning from peers, instructors or through automated responses (eg. quizzes).

The following image gallery shows screenshots of an asynchronous learning sequence in a fictional undergraduate subject called 'Biometrics and the Body Politic'. The learning sequence accounts for one sub-topic of a full module or week, beginning with several open-ended questions that are addressed across the module. The module would conclude with a reworking of these initial questions on the final LMS page into a series of statements that comprises an interactive checklist for students to tick off before moving onto the next module‘s or week’s learning.

Click on each screenshot in the right column below to see how the learning sequence would appear in the LMS.

For more information on asynchronous learning, please contact Learning Environments or see how do I deliver my lecture online?

Description of learning sequence Screenshot - click to expand

LMS Module page view of an asynchronous learning sequence from a fictional subject, INFO20001, comprising one sub-topic worth of student learning (~2-3 hours).

Figure 1: LMS Module page view of an asynchronous learning sequence from a fictional subject, INFO20001, comprising one sub-topic worth of student learning (~2-3 hours).

Excerpt from first page of module introducing students to outcomes, inquiry, and assessment alignment.

Figure 2: Screenshot excerpt from first page of module introducing students to outcomes, inquiry, and assessment alignment.

Excerpt from first LMS page of asynchronous learning sequence (and first page of module sub-topic) with short DIY video introducing or overviewing the sub-topic and a point-of-learning progress check activity.

Figure 3: Screenshot excerpt from first LMS page of asynchronous learning sequence (and first page of module sub-topic) with short DIY video introducing or overviewing the sub-topic and a point-of-learning progress check activity.

Excerpt from second LMS page of asynchronous learning sequence with independent reading activity (contextualised) and another point-of-learning progress check activity.

Figure 4: Screenshot excerpt from second LMS page of asynchronous learning sequence with independent reading activity (contextualised) and another point-of-learning progress check activity.

Excerpt from third LMS page of asynchronous learning sequence with Discussion activity (contextualised) requiring student collaboration and knowledge creation drawn from sub-topic understanding. The sequence then ends with a practice quiz.

Figure 5: Screenshot excerpt from third LMS page of asynchronous learning sequence with Discussion activity (contextualised) requiring student collaboration and knowledge creation drawn from sub-topic understanding. The sequence then ends with a practice quiz.