Finding Joy in Teaching Asynchronous Courses: Building Connection and Community Online

Teaching has always been about connecting with students, sharing knowledge, and sparking curiosity. But when physical classrooms are replaced by digital spaces, how can educators reimagine their approach to inspire students and themselves in asynchronous environments? Many educators still think online teaching isn’t “real teaching”, but there are ways for faculty to embrace and find joy in teaching in this modality.

Understanding Asynchronous Teaching

Asynchronous, online teaching at ASU involves classes with all components delivered via the Internet [1], empowering students to learn flexibly and engage with digital materials entirely online. This approach removes the constraints of a physical classroom or specific meeting times, allowing students to shape their learning experiences around their own schedules. to engage with materials at their own pace. This differs from ASU Sync, which involves synchronous, technology-enhanced, and fully interactive remote learning through live Zoom lectures.

Asynchronous teaching offers flexibility for both instructors and students, accommodating diverse schedules and learning preferences. 

Despite common misconceptions, asynchronous courses can foster meaningful interactions and a strong sense of community with thoughtful design and the right tools [2]. An article in The Chronicle of Higher Education highlighted that many faculty members struggle with online teaching as it shifts their role from lecturing and managing a physical classroom environment to virtually facilitating [3]. This shift often removes some of the joy educators find in personal interaction, requiring them to navigate online logistics and manage course mechanics [3].

Maria Elena Chavez Echeagaray, an assistant teaching professor with Academic and Student Affairs, highlights how asynchronous teaching requires a shift in structure. She explains, “While teaching asynchronously requires a different structure for both the design of the course and the way we reach our students, it also offers a lot of flexibility and freedom.”

Paulo Shakarian, associate professor in the School of Computing and Augmented Intelligence, points to the opportunity for innovation in online teaching. He shares, “I think teaching an online course allows us the opportunity to re-invent how we deliver content to students and create content that is both consistent and can be updated incrementally over time.”

Strategies for Finding Asynchronous Joy

Here are some strategies to transform the challenges of asynchronous teaching into opportunities for finding meaning and purpose.

Personal Connection. Maintaining personal connections with students is essential. Use video messages to introduce yourself (you’re a real person too!), respond to student queries, and provide feedback. Personalized emails and comments can also foster a sense of connection and support [4]. Take the time to learn about your students to build these connections.

“It is also important to have a presence in the course,” encouraged Chavez Echeagaray. She recommends using videos—such as an introductory video or course-related video content—to establish this connection. “Being present helps to build rapport with the students and this creates a better experience and engagement.”

Fostering Community. Building a sense of community in an asynchronous course requires intentional effort. Encourage students to interact through discussion boards, group projects, and peer reviews. Create opportunities for students to share their thoughts, experiences, and insights and prioritize relationship-building activities, like icebreakers and other social opportunities.

Embracing Technology. Technology is a powerful ally in asynchronous teaching. Digital tools and platforms can enhance learning experiences and streamline course management. Consider the following ideas:

  • Discussion boards: Discussion boards are essential in asynchronous courses, providing a platform for student engagement and interaction. They foster a sense of community by allowing students to share insights, respond to peers, and engage in meaningful dialogue at their own pace. Instructors can guide these discussions, offering feedback and posing questions to deepen understanding. Consider creating a learning community around your discussion content using Inscribe or Ed Discussions.
  • Playposit: Make your videos interactive! Playposit is an interactive web-based video platform that enables instructors to integrate formative assessments. Faculty can embed quiz questions, pauses, and jumps into videos, allowing for detailed analysis of data at both individual and group levels, offering insights into trends and student performance.
  • Google Workspace: Use collaborative tools like Google Docs, Sheets, and Slides to design interactive activities such as brainstorming sessions, project planning, idea sharing, or icebreaker activities. 

Creative Course Design. Joy in teaching often comes from creativity and innovation. Designing engaging and interactive course materials involves several types of interactions essential for learning [5, 6]: 

  • Learner-content interaction, where students engage deeply with the material. 
  • Instructor-content interaction, where the instructor creates, selects, and organizes the material
  • Learner-instructor interaction, which provides guidance and feedback; and 
  • learner-learner interaction, fostering collaboration and peer learning. 

Incorporating multimedia elements, such as videos, podcasts, and interactives, can make learning more dynamic and enjoyable for both students and instructors.

Overcoming Challenges

Teaching asynchronous courses is not without its challenges. Managing time, engaging students, and maintaining consistent communication can challenge instructors, especially in large enrollment courses. To overcome these challenges, plan and organize your course thoughtfully. Use a clear and consistent structure for all course materials and your interactions. Set regular deadlines and provide timely feedback to keep students on track. To maintain engagement, incorporate a variety of activities and assessments that cater to different learning preferences. 

“We found that standardization of material helps normalize course delivery and impacts student expectations,” said Shakarian. He points to the adoption of dynamic textbooks and integrated resources—videos, slides, and interactive questions—as a winning strategy so time can be focused on facilitation. “A thoughtful approach to the technology stack was essential,” he adds.

Regular communication is also crucial. Establish clear expectations for communication and be responsive to student inquiries. Use a variety of communication channels, such as emails, discussion boards, and virtual office hours, to stay connected with your students while setting appropriate boundaries with your time.

Self-organization is a critical skill for online instructors, emphasizes Chavez Echeagaray. She explains that without defined class hours, instructors must establish clear structures for interactions and support. “Students appreciate when there is a structure, and it is followed consistently,” she adds.

In the end, find a little joy

By maintaining personal connections, fostering community, utilizing technology, and considering creative course design, instructors can discover great joy in asynchronous teaching. The flexibility, diverse learning opportunities, and global reach of these courses make them a valuable and rewarding aspect of higher education. Embrace the opportunities that asynchronous teaching brings, and continue to inspire and engage our students in every modality.

Faculty who teach online can find many resources available to them through ASU Online and the FSE Learning and Teaching Hub.

References

  1. “Definitions and glossary,” Office of the University Provost, Arizona State University. [Online]. Available: https://provost.asu.edu/curriculum-development/curriculum-management/definitions. [Accessed: Jul. 8, 2024].
  2. S. Ko and S. Rossen, Teaching Online: A Practical Guide, 4th ed. New York, NY, USA: Routledge, 2020.
  3. F. Darby, “We Still Think Online Teaching Isn’t Real Teaching,” The Chronicle of Higher Education, Feb. 9, 2024. Available: https://www.chronicle.com/article/we-still-think-online-teaching-isnt-real-teaching.
  4. S. Mitchell-Holder, “Let’s Talk: Effectively Communicating with Your Online Students,” in Humanizing Online Teaching and Learning, W. Kilgore, Ed. 2016. Available: https://pressbooks.pub/humanmooc/chapter/lets-talk-effectively-communicating-with-your-online-students.
  5. M. G. Moore, “Editorial: Three types of interaction,” American Journal of Distance Education, vol. 3, no. 2, pp. 1-7, 1989. Available: http://aris.teluq.uquebec.ca/portals/598/t3_moore1989.pdf.
  6. M. H. Santosa, “Online Learning Interaction,” mhsantosa.id, Jul. 14, 2021. [Online]. Available: https://mhsantosa.id/2021/07/14/online-learning-interaction/.