Students can participate flexibly in a place and time that suits them.
You may be providing additional materials and setting activities for your students to complete. For ideas, see Student activity – facilitating asynchronous online learning tasks
Some key points from the guide:
- Consider using a Discussion Board to promote peer reflection on student activities. See Discussion boards: Moving discussion from the classroom to asynchronous online discourse
for ideas about effectively implementing this type of activity. - Keep it simple, use existing online resources and courses to provide content to students, adding links to your Blackboard module page. Good sources which the University provides are available via the Library, Box of Broadcast (BoB) and LinkedIn Learning.
- Informal online self-test quizzes can provide a significant checkpoint for students engaging asynchronously.
Activities for reflection:
Blogs – these are reflective spaces for students to write about things they’ve been learning, researching or discussing in other areas of their learning. Blogs can be viewed and commented on by their peers and teachers, which will help them critically reflect their own work and others.
Journals – these are a more personal form of reflection. A student can keep a journal on things they’ve been learning or analysing topics over a longer period of time. Unlike blogs, journals are intended to be a medium for students to reflect on their own learning and can create a dialogue between the teacher and the student as well.
