Asynchronous Tools and How to Use Them

Learning does not only happen when everyone is in the same place at the same time. Asynchronous tools allow students and instructors to communicate, collaborate, and engage with course materials without being online simultaneously. Used thoughtfully, these tools can make a course more flexible, accessible, and reflective. If live sessions are a way to get a quick pulse on a classroom, asynchronous tools can allow for deeper learning, community building, and application of knowledge.

Asynchronous communication tools can solve problems that many struggle with, including:

• Students who disappear between live sessions
• Discussion that only happens in the moment and then evaporates
• The same students dominating every conversation
• Learners in different time zones or with rigid work/family schedules
• Thinking that needs more than 10 seconds to develop

Types of Asynchronous Tools

Emails and Announcements

Email is the classic example of an asynchronous communication tool. Email and the Announcements tool in Canvas are great ways to reach all students simultaneously, giving instructors a broader reach.

Discussion boards and Q&A spaces

Discussion boards can sometimes have a bad reputation in online learning. If used to promote reflection, synthesis, and application of core course concepts, discussion boards can be very effective. They can be used as a presentation space, a gallery and reflection space, or a group workspace. Discussions can include audio or video. For more information about making discussion boards work, see our article on facilitating online discussions. 

Annotation tools

Annotation tools support learners working together on a single document. Learners can highlight and remark on the content and, much like a threaded discussion, comment on others’ comments. Examples of annotation tools include: Perusall, hypothes.is, and the comment features in Google Drive tools.

Collaborative documents/shared spaces

Tools like Google Docs and Slides, Miro, and wikis give students the opportunity to create shared knowledge products together. Students can build documents, presentations, and process course materials and instruction together.

Benefits of Using Asynchronous Tools

There are many perceived benefits of same-time collaboration, such as interpersonal skill development and time management. While live sessions have their place, asynchronous tools offer some distinct advantages that synchronous interaction simply can’t replicate.

• More visible insight into students’ thought processes. Many tools track changes or use version control. You will be able to see how students edit and change their thinking throughout the development of an assignment.
• Time for reflection. Live sessions force students to respond in the moment. Asynchronous tools give students the time and space to think, reflect, and formulate their thoughts.
• Flexibility to engage with all students. Think about who participates the most in your live sessions versus those who might be more hesitant. Asynchronous tools give an additional modality for participation. Some students may be better at writing and reflecting.

Challenges with Using Asynchronous Tools

• Asynchronous tools frequently take more time. Writing and reflection take longer than speaking in a face-to-face setting. Having more students participate is more time-consuming. It is important when using asynchronous tools that you understand the time involved for both you and the learners.
• “It will run itself.” Tools for interaction (like discussion boards) work best with active instructor involvement. The “post once, reply twice” each week can lead to student disengagement if there isn’t a community. Research shows that discussion boards can be very effective if the instructor participates in some way. Read more about managing a quality discussion board here. 
• Tool overload. Having every tool available can be overwhelming, for both the instructor and the learners. Be thoughtful about what tools you will use and what purpose they serve. This will help guide students to know where to look for what information.

GenAI in Asynchronous Tools

Generative AI tools, like ChatGPT and Copilot, are themselves asynchronous tools available on demand, at any hour, without waiting for an instructor or peer to respond. That does not mean that asynchronous tools are obsolete. It does mean it is important to deliberately craft activities that get the best response from students.

• GenAI shifts how to structure peer discussion. If a student can get an instant answer from AI, the reason to post on a discussion board shouldn’t be to report out information. Instead, use discussions to think out loud, debate, and apply ideas. Design questions and prompts accordingly.
• Asynchronous tasks that are designed around content recall can be completed by GenAI. Design tasks that ask students to apply that content to their own experiences and context.
• Use version control and track changes to see how students’ thinking and ideas evolve. Break up assignments so that students submit multiple versions of the document.

Practical Tips

• Some tools, like a discussion board, can easily become overwhelming with information if you try to read every single message. Consider what your strategy will be for managing the facilitation of tools. See our article on time management in course facilitation for more.
• Create clear boundaries around tools. For example, you may specify that all academic discussions or questions should take place in a discussion board. For personal communications or questions about grades, use email. Limit the number of communication tools utilized to minimize confusion.
• Model communication behavior and norms for students. Students will use your contributions as an example for participation. They want to hear your voice on the topic. Don’t just give a prompt, but also consider kicking off discussion postings with your own reflection on the topic.

Research

Harman, K. & Koohang, A. (2005). Discussion board: A learning object. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 67-77. Informing Science Institute. Retrieved December 9, 2019.

Osborne, D. M., Byrne, J. H., Massey, D. L., & Johnston, A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. Nurse Education Today, 70, 40–46.

University of Miami. (2019). Asynchronous communication tools. Retrieved December 16, 2019.