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Synchronous and asynchronous activities completes each other.

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both important and fexiblity
And development students

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Tsampika, Makrogianni, Greece: Both activities are useful as asynchronous complements modern and both together have a good effect on children. They give them autonomy, collectivity, solidarity and interest in learning.

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Tsampika, Makrogianni, Greece: Both activities are useful as asynchronous complements modern and both together have a good effect on children. They give them autonomy, collectivity, solidarity and interest in learning.

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Synchronous and asynchronous activities completes each other.

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I think that  Synchronous
 and asynchronous learning are both important and must focus on them in explaining theoretical subjects and depends on the material being taught and the age stage of students

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Synchronous and asynchronous activities completes each other. So can not imagine one without another.

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I would include more synchronous engagement than asynchronous and more specifically 1-2 asychronous and 4-3 synchronous per week for pre-school students. A teacher should take into account the students' age, the the technological equipment of the students in their houses, and the technological skills of their parents, when they are of young age.

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the number of synchronous and asynchronous hours depend on the type of training path and in any case must be balanced and modeled according to the type of students involved in the training path

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I think it depends on topic and the age of students.

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How much synchronous and how much asynchronous engagement should be included in my blended learning design depends on topic and type of tasks. Very important is the age of my students.

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Find the right split between synchronous and ssynchronous materials is the right way to a good engage lesson.

Synchronous learning is better when we think it is important to have the following:
- Exchanges of perspectives among your sts.
- Sts learning from each other.
- Interactions in which you’re playing the role of facilitator or mediator.
- Opportunities to build community.

Asynchronous learning is better when we think it is important to have the following:
- Sts developing a common foundation before class (especially of basic ideas or concepts).
- An assessment of your sts' perspectives or background on the subject, as this will affect how live classes would be conducted.
- Sts being able to engage with the material at their own pace. This is especially useful if prior knowledge of the material varies a lot across sts.
- Sts spending a substantial amount of time pondering and reflecting.

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There must be a balance between synchronous and asynchronous activities.

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Synchronous and asynchronous moments complement each other. The activities proposed for each of them must be planned and articulated in such a way that the objectives are achieved.
Those involving greater autonomy should be asynchronous and the others that require greater follow-up and clarification by the teacher should be synchronous.

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The first thing that I have to consider is inclusiveness, all of students can be part of lesson or activity with different learning tools

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Both synchronous and asynchronous activities should be included. I use synchronous activities to explain e.g. new grammar concepts and then the students have time to work on different types of exercises on their own or in small groups, depending on their needs

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I usually do: if I have a 3-hour session, I do 1 hour synchronously and 2 asynchronously. For 4-hour sessions, I opt for 2 synchronous and 2 asynchronous hours.
This division will depend on the needs of the students and the development of activities

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The synchronous activity in Mathematics is really valuable. I believe that it's important to explain theory and exercises with lectures but also show some videos with more examples so students will have the chance to work on more exercises (considering the fact that the duration of a lesson in the class isn't big enough).

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I agree with many of the collegues' opinions. For sure, pupils' age, their learning maturity, our planning, our experience, the cognitive content are important factors. All these remind me of sth that caught my attention in one of the videos we watched in previous module: Let's do baby steps and see how it's going!

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If we are going to discuss a topic during the lesson, I use instant web 2 tools or open the padlet tool, sometimes I support my lesson with video, sometimes I use tools such as kahoot to evaluate at the end of the lesson.

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Synchronous activity to explain what is expected for the asynchronous activity

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it depends on the studnets age, subject and the teacher .

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Synchronous and asynchronous activities should be alternated according to the content to work with the students and their age group. More complex content should involve more synchronous activities for greater support from the teacher in any doubts that may arise.

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It depends on the age of the students and the subject.

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I consider that asyncronous activities should be used only as a "break": the students already spent much time in front of the computer, for example. Otherwise, the synchronous activities give students the possibility to interact better, to work better in teams, so these activities are more closed by
traditional teaching.

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I think that some students who have difficulties to be indipendent find hard to work in an asynchronous activity. He needs the teacher's guide.

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I think it depends on age. Teens can handle an interchangeable approach of both synchronous and asynchronous learning while young learners and even more, very young learners, could need a synchronous interaction.

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It depends on: age of the students, time that a teacher have to prepare, the content...

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It really depends on the time we have to prepare. Preparing blended learning activities takes time if you want to plan them well. The main problem I see with the asynchronous learning is the habit of students to do everything last minute so I believe some timeframe should definitely exist. So Ss do something together at first, and later Ss just do some extra work on their own to develop their skills independently, and finally, we go throught the activities together.

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Reading the presentation and the structure at this module I understood there has to be a balance between the two ways of teaching. I consider the sequence asynchronous followed by synchronous each time the best way to accomplish our goals in teaching.

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As to my own experiences as a student in online learning, I consider a ratio of 2/3 (synch/asynch) as optimal. This balance gave me the feeling of having control over my progress.

Factors to be taken into account:
- age of the Ss
- level of the Ss (esp. in language teaching)
- context of the course (school, online course, etc.)
- Ss' background knowledge related to the content/subject matter
- Ss' needs and wants

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This is a changeable matter. First of all, the age group is important. Then, the time allocated by factors such as course content and duration may change.

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It all depends on the content and age of the students. The younger the younger the less autonomy and the more important the synchronous activities

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Factors Determining the Balance of Synchronous and Asynchronous Learning

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Factors Determining the Balance of Synchronous and Asynchronous Learning

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Since not all lessons are created equally, having a perfect balance of synchronous and asynchronous activities is not possible. This means that the zone of proximal development—along with the amount of information that is being covered in a unit plan—should be factored into determining how often students should learn in person and online. It is also the reason why it is up to the educator to be flexible and reasonable when planning a lesson using any of the models along the blended learning spectrum, including having students' voices heard about their preferred learning style and how they work.

—Austin Dragoș [United States of America]

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There must be a balance between synchronous and asynchronous activities.

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The amount of time dedicated to synchronous and asynchronous engagement varies and depends on the subject matter , the age, the interests of the students, the dynamics of the class, and the specific learning needs of the students. It is very important though to keep in mind while planning the activities that the students should be given ample time to interact with each other and participate actively, therefore the synchronous activities should take up more time than the a
synchronous ones.

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Usually 30 min is used synchronously, but more correctly it depends on the specifics of the lesson. There cannot be a single answer to this question, because many factors determine the planning of activities, such as learning content, students' age, time plan, etc.

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It all depends on the organisation of the school/course, the technology available and the age of the students. The older the students, the more autonomous they will be to work asynchronously.

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The quantity of synchronous or asynchronous activities

depends on the content of the module we are working with, the digital equipment available to every student, the students' age,

the familiarization of teachers with digital tools, the willingness of teachers to try Blended learning.

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It depends on:
-the subject
-the age of my students that various from 13 to 18 years old
-their adaptive and technical skills

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ok

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I believe that the teacher should make the lesson plan in distance learning flexible and take into account the students' conditions that may contribute to making the learning synchronous or asynchronous, as some individual activities the student can perform asynchronously and some activities need to be synchronized

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I believe it's useful method for new blended learning method.However, student age and subject theme could matter to design the asynchronous where teachers must be goal-oriented to find appropriate videos or other resources. Student knowledge in technology usage matter as well.

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How much synchronous and asynchronous activity is achieved depends on the specifics of the discipline. In art education, asynchronous students uploaded the works in an electronic portfolio.

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I use Flipped learning usually . So Asynchronous activities I use often when I recommend or share a video or a material on students book to prepare on their peace at home before coming at school .

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I was thinking about a flipped classroom activity, so I planned to include both with the same time each plus a synchronous final debriefing.

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I use webex onling meetings and try to ask questions and to interact student

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I think it really depends on the subject, and the type of answers that you are getting. I teach art and there is always an element of subjectivity. In this I would say that more of my teaching should be Synchronous to get students to share ideas, techniques and problem solving that occurs along the way. I always try to get students to think outside of the box, not only in their art but the process of creating it, and synchronous activities are great for that.

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I think that 1/3 of the learning process in blended learning would be asynchronious and 2/3 synchronious

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There has always been some kind of asynchronous activity in the teaching process through traditional tasks,i.e. homework. The question is to make it interesting enough to motivate students. After taking into consideration the age group, the autonomy level, the subject at hand, I think that it can be 60% synchronous, 40% asynchronous.

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It depends on the age of the students, the objectives and contents of the class as well as the number

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I think you have to strike a good balance between the two. It depends on factors such as the number of students, their ages and the learning objectives and goals of the content.

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It depends on the age of learners. Older students can have more asynchronous learning. For high school students asynchronous learning could be from 20-50%, which again depends on their self-regulation skills, school curriculum and normal practices (what they are used to so far).

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I think synchronous engagement more important in teaching so it will have more important place in my teaching.

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This depends on the type of activity and the type of students

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Asynchronous prior knowledge can be in the form of homework. Synchronous may be parts that have not been learned according to the age and level of the student.

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It's very variable.
Must very well planned, and then executed, also some flexibility.
I guess 40% / 60% or 30%/70% depending mostly of the kind of students we are working on.

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It depends on:
The availability of technology for students.
The extent of students' knowledge of educational technologies

Topic

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I think both of them complete to other.

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Depends on the number of students, their age, and lesson goals.

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It depents on the  students learning background and their age.It also depents on how well they are familiar with the technology.

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I think that there must be a balance between synchronous and asynchronous activities. Both of them must have their space because both develop different kind of autonomies.

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It depents on the target student, on the topic and on the technology.

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Balancing of synchronous and asynchronous engagement depends on students’ age and content of the lesson.

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I believe for certain that synchronous engagement should be at the begininng and end of its topic.
The middle activities should be asychronous individually when assesment time and asyncrhonous in groups when activities of understanding and practice are involved

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It's very important to have a plan and on this plan we should have the bravery to change things trying to create the best possible conditions. For example I find myself having sent to my students dozens of video links to watch. Very few of them did it. Most of them do what is really necessary to do. From now on I will be much more specific on what I propose on asynchronous activities, so as in synchronous ones we as a class will really have gained something. The A-Z to all this procedure is to have a good planning. We have a long way ahead.

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It also depends on assignments from other subject. It is important to have in mind that it is impossible for students that they have a lot of asynchronous activities in one week  - in the first lock-down all teachers in our school give students asynchronous types of activities ... it was overload for them

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Ideally, should include both asynchronous and synchronous learning activities, but how much should be included depends of the subject and age of students.
This allows students to benefit from the different delivery formats regardless of their schedules or preferred learning methods. This approach provides students with access to immediate help if needed, while still giving them the ability to learn at their own pace.

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There cannot be only one valid answer for that question, since many factors determine the planning of the activities, such us the learning content, the age of the students, the timeplan etc.

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Synchronous activites depend on:
aim of the lesson
class type
kind of students
topic of the lesson
how many fragile students I have in class

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The number of synchronous and asynchronous tasks should be proportional to the amount of time available, learning maturity of students, their necessities and skills. We should always have in mind how much familiarized they are with technology; we should also take into account their environment along with the availability of devices. The relationship between synchronous and and synchronous tasks should always aim to generate engagement and motivate the participation of our students.

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It depends on topic, type of tasks, age of students, older students more asynchronous activities.

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It depends on the type of the task, age of students and acess to tecn«hnology and digital literacy.

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It depends on the type of task, the age of the students and the technological conditions.

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Synchronous and aynchronous have to go together. In every  type of activity we will present material, sources, exercises,projects e.t.c to the pupills.
By doing so we let the pupils work according to their ability, likness of the subject concerned, we give them space for autonomy and self expression.
In addition to that by progressing with both types of activities simultaneously we succed to personalize and "customirize" the teaching-learning process

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In my opinion synchronous and asynchronous lessons should alternate, so that the teacher can follow the process and not just the end product. On the other hand, constant feedback helps the student to stay motivated to continue the work and not give up. It is true that feedback does not need to be given synchronously, but it is important to take stock of the student's work in a clear and enlightening way. The number of synchronous or asynchronous lessons, and the relationship between them, 1-1, or 1-2, etc, always depends on the type of task to be carried out by the student.

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The type of engagement should be chosen according to the type of activity and its suitability. The factors that should be taken into account are related to the school organisation, number of hours, age of students etc.

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The amount of either synchronous or asynchronous activities should always be in accordance with our target students’ needs.

Introducing sts to such a scheme should be gradual. When it comes to YLs esp., they should start with single asynchronous activities before engaging to both types of activities equally.

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The start of the presentation of the content must always be synchronous, in order to explain the content well and to appeal to the questions and answers about it. The asynchronous part can be developed when developing the content and when students are challenged to prepare works on these contents.

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It depends on thier age and interest

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Regarding the level of self-regulation that students with special needs of all ages have, it is reasonable to say that synchronous activities should possess 70% of the blended learning structure and respectively asynchronous activities the remaining 30%. For me, factors like students' needs, age, autonomy, maturity, number of students in a classroom, and available tools, are some of the most important ones that should be taken into consideration.

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It depends of student's age and the objectives of the lesson.

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it depends on their age

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It depend of the duration of your course and your target group but I would say that is important to generate engagement in all over the course.

In Asynchronous, teacher can guarante engagement via a short test; and in synchronous session via whiteboards that motivate the participation of all the students.

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Synchronous and asynchronus engagement included in a blended learning design consists a serious point taken for granted the folllowing factors:
1. students' necessities
2. students' skills
3. broadcast's and devices' availability
If the above factors were fullfiled, then I should design my blended learning based 50% on asychronus learning and 50% on the synchronus model for reasons already mentioned in previous discussions. I believe that synthesis of them both could give us an ideal learning model for learners and for tutors.

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In my opinion, the extent of the use of simultaneous education and asynchronous education depends on the age levels of students. Whatever we go to the higher levels, we can use asynchronous education more.

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The use of synchronous and asynchronous learning should be tailored to the age group of students, their abilities, type and objectives of the lesson.

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It depends on students’ learning maturity and their technological skills .

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these activities depend on the age of the students . applying synchronous activities at the beginning then balance between synchronous and asynchronous ones.

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The balance between synchronous and asynchronous classes is not always easy. It depends not only on the age of the students but also on the content you want to teach. The autonomy of the students is also a factor that has to be taken into account. So we can say that each case or situation has to be analysed beforehand.

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There are various factors which influence the decision about whether the activity will be synchronous or asynchronous. First of all, it depends on the lesson objectives, then the students´ ability to work independently, whether they have technology to work with.
That is one of the hardest decision to make.

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Maths is a subject which requires great deal of individual and independent learning because every student need different time and amount of information, depending on their previous knowledge and preferences.

To provide the students such conditions, teacher must combine synchronous and asynchronous learning. Most of the time those approaches need to be equally included, but sometimes it depends on diversity of student previous knowledge, learning habits and preferences. Bigger differences between students requires more asynchronous learning.

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Depends on the material presented to students, some teaching sessions require more time to complete their outcomes than others

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The balance between synchronous and asynchronous activities can be achieved only after considering the students' age, computer literacy, access to technology and digital resources, the topic studied and the expected outcomes.

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I think that the blend is not always the same. It depends on the topic, the age of the children so as they more more familiarised with technolology and they don't need parents' assistance, the era - if it is spring asynchronous will be more difficult to keep track with-whether is it is a group job or individual one.

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it depends on the age of the students , the time of the assignment and the matter under dicussion .

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It depends on the age of the students, the time of the assignment and the matter under dicussion.

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The right balance for blended learning may depend on the age of students and their engagement level. Often less active students skip the asynchronous activities and only take part in the sychronous.
To avoid this, it is better to connect as much as possible the tasks in the two phases.
Providing and asking a feedback about asynchronous activities in the synchronous sessions is also useful to keep students engaged.

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It depends on the age of the students, the time of the assignment and the matter under dicussion.

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The time allocated for synchronous and asynchronous activities should be decided on the basis of the students' age, their level in the foreign language and the broader planning of the course.