Synchronous and asynchronous activities - part 2 by EUN Partnership aisbl

Elodie, Portugal

2021-04-12 11:25:49 UTC

I think 1/3 of the weekly schedule should be synchronous. Students must have the time to prepare themselves and study at their own pace. Synchronous lessons should be to share doubts/ solutions/debates and guidance from the teacher.

Ana de Melo, Portugal

2021-04-12 11:45:14 UTC

Over one week time, 1/3 should be dedicated to synchronous engagement, 2/3 should be asynchronous.
Advantage factors of synchronous engagement: classroom engagement, dynamic learning, instructional depth.
Advantage factors of asynchronous engagement: flexibility, pacing.

Fatma Tekgündüz

fatmatekgunduz1 — 2021-04-12 11:50:40 UTC

I think the asynchronous activities should cover 2/3 of the learning activity and the synchronous activities 1/3. Asynchronous activities can provide more individual focus. Synchronous activities are more motivating.

Sonia Ahmad

sonyayarmouk — 2021-04-12 12:18:00 UTC

An effective blended learning will include a balance between synchronous and asynchronous
. I think 50/50of activities should be of both asynchronous and synchronous.

This can be affected by many factors such as the used technology and students' flexibility as well as the assessment strategies.

2021-04-12 12:21:35 UTC

I think it should be nearly 50/ 50, as both activities have their pros and cons, we should take into account the activities Ss will have to do and if the topic in question is completely new or not, and therefore if they would have to spend more time resding materials or watching more videos or news regarding that topic than if they already have some previous knowledge.

Ale,Italy

alovattibernini — 2021-04-12 12:29:48 UTC

I think it should be 50:50. They need an instructor to understand the task and they also need time to focus on it.

Susana, Portugal

2021-04-12 12:30:58 UTC

The synchronous involvement that should be included in a blended learning project and how much should be asynchronous should vary according to the age of the students, their autonomy but also the area to work and / or the proposed task.

Chrysa Greece

chgerani — 2021-04-12 12:36:39 UTC

i think the use use of thesse activities depend on students needs. Furthermore depend on students educational leve. With a few words teacher knows better which method will use.

Zuzana_P Slovakia

2021-04-12 12:50:06 UTC

I believe the teacher knows the best. It depends on a variety of factors - age of students, their level of independence, content of learning, critical thinking skill level of students, availability of technical means, ... I feel the teachers needs to be in touch with their students most of the time, so for me, the right ratio would be 50/50. If I could speak for my students, I think they would vote for more synchronous activities than just 50/50.

Areti Lagou, Greece

2021-04-12 12:55:36 UTC

A combination could offer teachers and learners different options, such as: B. Share information, collaborate on assignments, and get to know each other. You can proceed synchronously if everyone's level of knowledge is similar and you want to work on complex content. On the other hand, it is better to work asynchronously when the level of knowledge is unequal and when dealing with simple and complex issues.

Dina Rodrigues, Portugal

2021-04-12 13:05:37 UTC

It depends on the age of the students. For younger students, we should do my synchronously while introducing some activities asynchronously as homework to prepare them to become more autonomous and learn to self-direct their learning.
With older students, I think that we can do much more asynchronously. They are mature and master digital tools better. They have more self-discipline and are able to work on their own.

Konrad, UK

2021-04-12 13:07:39 UTC

It all depends who you teach, for how long, is it a regular school or course.
For me personally, when sometimes I have a group for a week for a course, I do more of synchronous activities, however, I do implement asynchronous activities too, to make it more interesting for the students.

Snježana, Croatia

knjiznica_zlata — 2021-04-12 13:52:14 UTC

That depends of the lesson i teach and pupils knowledge and engagement.

Delmina Marques (Portugal)

2021-04-12 14:12:14 UTC

Depends on the type of students. In my case, I work with adults, so they have (some) autonomy. In this case some activities and training time take place asynchronously. But this doesn't work for all adults. So, it is necessary/crucial to assessement carefully our students. Because for some students is more effective have more synchronous moments bit for other is better asynchronous.

Daniela Russo, Italy

2021-04-12 14:12:20 UTC

In my blended learning project I foresee 50% blended learning and 50% asynchronous commitment, taking into consideration the reduced autonomy of my students linked to low age.

ALINA ROMANIA

alispopa — 2021-04-12 14:20:32 UTC

PBL makes me to lead students for both approches.

Aydan.Turkey

auntyspacey — 2021-04-12 14:21:17 UTC

It depends on the subject we teach but 50% synchronous will be enough.The activities should be linked to each other.If the subject requires instructor modelling, then we can change the time we allocated for the activities.

Mónica Neves

monicanevespaz — 2021-04-12 14:31:45 UTC

It depends on the topic or the model we are using in our bclass, but I would say 50/50 would be balanced.

Clara Morgado

claramorgado — 2021-04-12 14:40:06 UTC

I think that it depends on the level of the students:
- 50/50 for younger students
- 1/3 synchronouns - 2/3 asynchronous for secondary students.

Michaela Epure, Romania

emikkaela — 2021-04-12 14:46:33 UTC

I teach in a high school, so students have more autonomy than younger learners. But I would not recommend more than 50% asynchronous activities for them. I take into account more factors:
- the content to be studied, its difficulty or easiness of approach
- the tasks to be performed (students have the tendency to copy-paste evaluation solutions)
- laziness, some students just do not study by themselves or are always late with their submissions.

Konstantinos Koufopantelis, Chios Greece

kkouf — 2021-04-12 14:47:06 UTC

I think that the time to be given in syncronous and asynchronous engagement depends on the topic, the needs of the exact classroom students and the background. In Greece where teachers, parents and students are more familliar with synchronous learning is difficult to use long tome activitiiew asynchronous.

Vasiliki Manoli, Greece

vmlib2 — 2021-04-12 14:47:46 UTC

It depends the time, the material. I believe that the best practice is half.

Maria Mousouli, Athens, Greece. I use 50/50 when the dynamic of my student allows me to do it. When I teach to students with special needs I prefer asynchronous because they need their parents help, so they practice exercise program whenever their parents have the time to help them.

marakimousouli — 2021-04-12 15:11:58 UTC

Constância Silva

2021-04-12 15:33:42 UTC

The amount of time for asynchronous engagement should take into consideration accessibility issues (whether the students have technological devices and internet connection) how tech savvy they are, their age and level of autonomy, degree of proficiency, and how familiar they are with blending learning.

I would say the balance depends on many factors, but in an ideal world, probably 50/50.

Anibal Chaves, Portugal

chavesjats — 2021-04-12 15:42:28 UTC

The plann for the synchronous part of a training should give enough time to explain everything that is necessary and to motivate students. Clear guidelines should also be given on how the asynchronous part will proceed. If the time is short, the students and the teacher go into stress. If there is too much time, demotivation will take place. So it will have to be very well calculated, making a diagnostic evaluation of the target audience.
The asynchronous party must allow sufficient time for all the requested work to be carried out. It should also be foreseen how the support will be given in the doubts that will arise (Teamviewer, Zoom, WhatsApp, Phone Call, etc)

Paula, Portugal

paulanavarro2006 — 2021-04-12 15:53:39 UTC

I think between 50 and 70% is ideal. The practice in my school are 70% synchronous and has worked well. It may be desirable for younger students to have more synchronous activity than asynchronous activity, but as they gain more autonomy we can increase the time of asynchronous activities

Cristina, Italy

prandi_c — 2021-04-12 16:04:05 UTC

It depends on the age / level of the students.
Probably with younger student the ration could be 70% synchronous, 30% asynchronous , whereas the same ration can be reversed for 16-18 years old Ss.
The factors to take into account are: the possibility of the Ss to use a technological device; their skill in using it; how proficient they are with the Blended Learning method.

NIKOS P. SLT, ATHENS

drnjp — 2021-04-12 16:27:38 UTC

where your students are physically located
what technology students have access
Asking your students before programming activities, if not earlier, on access needs and concerns.
If we decide that synchronous engagement is our primary mode for collaboration and discussion, we must consider how we can build in asynchronous engagement opportunities that are equally appealing to our students who might experience issues with access and vise versa.

Maria Rosaria, Italy

2021-04-12 16:30:51 UTC

I teach French in a lower secondary school and I only have 2 hours a week, so my school decided not to overwhelm pupils by using computers that had set 1 synchronous and 1 asynchronous hour

Danijela, Croatia

2021-04-12 16:35:52 UTC

It depends on the age of the students, the profession for which they are taught, also depends on the subject you are teaching. It also depends on the amount of material being processed as well as on the technical conditions for achieving such classes. It also depends on the time students have available to work at home.

Roxana, Castilla y León (Spain)

letrarevuelta — 2021-04-12 16:57:25 UTC

I think 50% . Right now I have all my lessons in-person, but some flipped classroom would be nice.

Sanja, Croatia

2021-04-12 17:09:26 UTC

Personally, I prefer synchronous learning because I think that children still remember a lot when they hear something, see something and do it themselves after that. The combination of both is best for children, you need to find a middle ground and not limit yourself in just one way.

Carmen Maria, EOI A Coruña (Spain)

c28fernandez — 2021-04-12 17:11:08 UTC

It depends on the group, level, content... I think both synchronous and asynchronous have to be used. The students' opinion is also important: they may feel awkward if they have to give their opinion in front of others, for example.

ASEEL,JORDAN

2021-04-12 17:27:00 UTC

I think the use use of thesse activities depend on students needs. Furthermore depend on students educational leve. With a few words teacher knows better which method will use.

Cora, Germany

mvmgrundschule — 2021-04-12 17:39:05 UTC

As I experienced in the last Covid months children have very different needs. While one learns successful alone because he/she needs silence and lonesome space another feels lonesome and needs to see his/mates and needs eye and ear cotact to the teachers. We may not forget to give all children the opportunity for wellbeing while learning in all kind of settings. As I see it the actual situation is a great opportunity to supprt all pupils by the change of synchronous and asynchronous settings. It is important to have a good teacher learner contact. Certainly younger children therefore need more synchronous situations.

ElenaB,Italy

bulgarellielena — 2021-04-12 17:41:55 UTC

The amount of asynchronous and synchronous engagement varies according to the topic you're dealing with and to the goal you want to reach.
If students are asked to work on a task, 50% of their time might be used to work on researching and writing (or on the required output), and 50% in discussing with the teacher and peers. It also depends on how many steps are required by the activity we have planned them to do. In don't think there must be a fixed percentage of asynchronous and synchronous activities. It also depends on the age of students. Younger students need to confront with the teacher more than older students.

Adriana Florescu

2021-04-12 18:01:37 UTC

If you like active discussion, immediate feedback, and personal interactions with peers and instructors, you’ll probably prefer a synchronous learning experience. This format can be especially helpful if you’re just beginning the transition from a traditional classroom to an online setting. Live videoconferencing, lecture broadcasts, and chatting in real time in a messaging client can offer much of the personal engagement available in a classroom, while also allowing you the comforts of home and no commute time. Plus, you won't ever have to worry about germs during cold and flu season. If you’ve chosen online learning because of your hectic and unpredictable work schedule, synchronous learning may cause problems. If your job as a registered nurse keeps you on call at strange hours, or your parenting responsibilities render you fully occupied during the day time, or your hobby as an amateur storm-chaser means that you have to be ready to roll at a moment’s notice, you may have a hard time keeping up with the set schedule of a synchronous online course. If flexibility is the number one reason that you’ve chosen the online route, having to adapt to a synchronous learning schedule may defeat the purpose.

If you have a demanding schedule or keep weird hours, you’re probably an asynchronous learner. In these programs, materials are freely available — usually within a set period, like a week or two — so you can access them when it best suits your scheudle, even if it's in the middle of the night. Materials can include text-based lecture notes; self-guided, interactive learning modules; or pre-recorded lectures and podcasts. You can complete a module on the train ride to work; listen to a lecture on headphones while your baby naps; or work the graveyard shift, sleep until noon, and take a pop quiz over brunch. Asynchronous learning gives you the materials so that you can complete them at your convenience. If you like the personal touch and do your best when you feel like people are actually listening, asynchronous learning can be a lonely experience. Social media and email simply aren’t a substitute for real-time interaction. Asynchronous learning is also far less collaborative that its counterparts: Opportunities to discuss, debate, and network with classmates and professors are scarce. Asynchronous learning is great when you want to pick up skills quickly, but if you’re looking for enrichment of discussion, feedback, and social interaction, asynchronous learning likely isn't for you.

Ana Alonso - Portugal

anasalonso — 2021-04-12 18:17:20 UTC

I think that a lesson plan should be balanced and made according to the age of the students and the content. Being a high school teacher,
I think that students work in a more autonomous way and that this motivates and enriches them. As such, I understand that the ideal distribution would be half for synchronous classes
and the other half for asynchronous classes. However, this distribution may vary depending on the content and the materials and technologies used.

Lena, Greece

2021-04-12 18:39:18 UTC

Depends on age, level and needs of the students so it varies.

Javier Martínez (ES)

jjaviering — 2021-04-12 18:47:58 UTC

Synchronous is useful to establish direct teaching, with questions, feedback, error correction. Desirable any time.
Asynchronous will provide deeper knowledge and reflection on a topic, personal commitment and lots of resources adapted to different learning styles.

Blanca Marques, Portugal

f1612 — 2021-04-12 18:52:50 UTC

I think the time given to the asynchronous tasks should depend on the age of the students. Older students are more independent and are capable of doing things on their own, not depending so much on the teacher. The younger ones can have half of their time to work on their own but knowing that if they need an explanation the teacher is close by through the email for rxample.

Mais Obaidat

maisobaidat79_1_1 — 2021-04-12 19:16:25 UTC

it depent on age and level, and students can say there opinion

Sara Santos- Portugal

2021-04-12 19:41:46 UTC

The ratio between the number of synchronous and asynchronous hours should be calculated according to the age of the students and the level of education.

I consider that a ratio of 2/3 synchronous sessions to 1/3 asynchronous sessions is ideal for my students, as they are in the 11th grade and have national exams. Therefore, problem-oriented work is required.

Synchronous sessions can be used to present the materials, to consolidate the contents and clarify doubts. Between synchronous sessions, students can carry out an autonomous study and reflect on what subject they need the help of the teacher, help that will be given in the next synchronous session.

Stavriana Soubassi, Greece

ssoubassi — 2021-04-12 19:43:45 UTC

I guess we should go by the principle of fading scaffolding, i.e. increase the time of asynchronous work as learners become more autonomous. However, there is no average class nor are there average learners so we should differentiate by the age, the familiarity with digital technologies, the subject and content as well as the objectives at hand.

Valbona R; Albania

recivalbona5 — 2021-04-12 20:01:27 UTC

I think that age is important, because high school students are autonomous in the way they learn, from the IT skills of students, their equipment with technological devices, laptops, tablets, mobile phones, internet, depends on the motivation and skills of students, as we also have students with different abilities, etc.

Michael, Germany (VET)

2021-04-12 20:14:24 UTC

Depends on the competencies you want to devellop, and the students` skills concerning self organisation. Motivation should also be an important factor as well as the complexity of the new subject.
So there is no general answer to this question. The balance is based on an analysis of the students` level of develloped competencies.
Furthermore especially in a technical VET college you need technical equipment in a profession related environment.

Inge - Belgium

ingetwinning — 2021-04-12 20:20:55 UTC

I think when students are older, you can work more asynchronous then with younger students. The most important for the teacher is to keep track of the development of the students.
I would say to have at least one or two synchronous sessions with the whole group, just to give the students contact with teir classmates.

Kristina Grigaitė-Bliūmienė, Kaunas r. Garliava Juozas Luksa, gymnasium, Lithuania

kristinagrigaitebliumiene — 2021-04-12 20:22:44 UTC

It is very complicated. Only having practised at leat for 1-2 academic years it is possible to decide.
First, everything varies on the age of students, their learning style, their preparation for atonomous learning, etc.
Second, taking the above in consideration would enable the possiblity to decide.
If students are independent, motivated - if we have 4 lessons a week 1 face to face, one synchrnous, two asynchronous with a possibility for students communncate face to face or in a synchronous way.

Vassiliki, pe11

vassilikitras — 2021-04-12 20:28:39 UTC

depends on the age of student and the subject. for example a unit about nutrition in a project activity, for older children, could be asynchronous mostly with only a few synchronous meetings for answering questions and give advice.

Nikolina Zajec, Zagreb, Hrvatska

nikolinazajec21976 — 2021-04-12 21:12:21 UTC

U nižim razredima osnovne škole trebao bi prevladavati sinkroni način poučavanja, a postepeno uvoditi asinkroni način poučavanja, jer prvenstvo nam je cilj da djeca nauče čitati i pisati, te razumjeti pročitano kako bi se mogli upustiti u samostalno (asinkrono) učenje. I u vrijeme on - line nastave prevladava više asinkroni tip nastave no tu su veliku ulogu odigrali roditelji budući da je djeci takvo učenje još uvijek novo.
Kada učenici steknu pouzdanje i samostalnost u učenju onda će izbor zastupljenosti sinkronog i asinkronog učenja ovisiti o samoj temi i učenicima koje imamo pred sobom.

Pantelia Greece

2021-04-12 21:45:46 UTC

I believe that the older students can work more efficient than younger students

wesamsawalha77 — 2021-04-12 23:08:49 UTC

I think that the synchronised there will be an active participation between the teacher and the student with the presence of active activities
while the yhronous interaction is less and needs more time

Martina Galić, Croatia

2021-04-13 00:03:02 UTC

Depending on the learning goal, students can benefit from both synchronous and asynchronous learning. Each offers its bright sides, and of course, its shortcomings. What may attract one student may not appeal to another.
The way you learn for your students will depend on a number of factors: the learning goals, the types of course content you create, the way the class is conducted, and the availability of your students. However, if you have the resources, using synchronous and asynchronous learning is a winning formula.

Roberto Ballerini, Italy

robertoballeriniwork — 2021-04-13 08:06:53 UTC

In adult education, after assessing the individual starting point in terms of ability to study without guidance, the majority of activities could be asynchronous (teacher/trainer as a mentor/coach).
Synchronous activities, in such situation, could be used to:
- assess the progress of each student and give one-to-one support/feedback
- small/large group discussions
- interactive activities with peers
- ...

RUQAYA KHAWALDH

rkwaldh — 2021-04-13 08:28:53 UTC

Education must be activated with students, but some factors must be taken into account, including:
Internet availability for students.
Students' ability to participate in activities.
Interact with the teacher
Taking into account students ’knowledge of the means of technology for distance learning and training them on it.

Vasiliki Zoi, Greece

2021-04-13 08:43:37 UTC

The educational project is a unique procedure. Therefore, there are not set rules. Obviously, synchronous education is preferable for younger students, mainly as the teacher presence is of utmost importance.
Older students can benefit from asynchronous learning as they feel free to proceed at their own pace and particular needs.

Meyada Qarawi from Jordan

meyadaqarawi1973 — 2021-04-13 09:18:26 UTC

Simply put, blended learning can be a method of teaching that aims to help the learner achieve the intended learning outcomes, by combining traditional forms of education with e-learning with its patterns inside and outside the classroom, and of course it differs according to the student’s age and level of achievement in the school.

Aphrodite, Greece

afrgiatreli — 2021-04-13 09:19:47 UTC

With younger students more synchronous activities should be included so that they can have all the guidance and support they need. With older students, where the load of things to be learned is heavier, more asynchronous engagement could be encouraged so that they can work on their own towards learner autonomy. In any case both types of activities should be balanced taking into consideration the students' needs and level of maturity.

Boncho Kostadinov, Denmark

2021-04-13 09:31:58 UTC

The synchronous approach I see as the tip of the iceberg. I rely on my students implementing the asynchronous approach, also sometimes on their own.

Maria Kolesiotou

kolesma1 — 2021-04-13 09:37:41 UTC

It depends on the student's age, how familiar they are with technology, their readiness and autonomy level, even the subject and the teaching material.

Ana, Croatia

2021-04-13 09:37:45 UTC

To decide on the right balance I should consider the age of my students, the contents that I want to present and what the aim is.

Beatrzi sousa (Portugal)

Beatriz_Sousa7 — 2021-04-13 09:46:07 UTC

It depends on the students age and if they are able to acess the materials they need when they are outside the classroom.
I think that after the teacher finds the right balance and solutions to the technological problems this can work great and be a great way to teach.

Majeda Jarrah

majedahasan1980_1_1 — 2021-04-13 10:00:20 UTC

students have individual differences and the teacher should help them to mange

Mary, Greece 🌻

varsamimaria2 — 2021-04-13 10:02:46 UTC

I think that learners at primary level need more synchronous activities, as they have not yet developed skills to work autonomously and, therefore, need guidance, monitoring and instant feedback. At secondary level, a good balance between synchronous and asynchronous tasks is ideal, as learners are more able to pace their learning and work individually. The key word for the type of activities to be selected is flexibility and the choice depends on the specific aims of the lesson or the students' needs.

Amjad Abu Hilal

amjadabuhilal — 2021-04-13 10:13:33 UTC

Honestly speaking it all depends on the genre of the material produced.
But generally speaking, I design to have ONE synchronous session per week along with 2-3 asynchronous tasks

ΕΙΡΗΝΗ,GREECE

irinikaran — 2021-04-13 10:15:54 UTC

It depends on the age, learning style and individual needs. It is good to have balance in the combination.

Carla Sousa | Portugal

2021-04-13 10:42:34 UTC

It depends on the age of the students and their access to technologies and the internet. I believe in a 50/50.

Rosita, Lithuania

rositameiluviene — 2021-04-13 10:54:58 UTC

I believe it's a good idea to divide it into something like 60% asynchronous and 40% synchronous activities because in such a way students avoid spending unlimited amount of time in online class (as it may be quite a challenge for some). Also, they get a chance to work at their own pace, promote their autonomoy as a learner. Besides, as a teacher I always encourage my students to contact me during asynchronous activities in case they need some assitance. Most probably when deciding upon the time for synchronous and asynchronous activities, it is important to take into consideration students' age and their readiness to work on their own.

Kris Harrell

2021-04-13 12:18:06 UTC

I think that the students at the secondary level should maybe be involved in synchronous instruction about 50% of the time and asynchronous the other half. However, when figuring out the amount of time you should take your students needs into consideration

Aglaia-Greece

2021-04-13 12:48:30 UTC

It depends on the students age and the individual needs. Especially for older students Ι believe that the right balance is 50% asynchronous and 50% synchronous engagement.

RANIA - GREECE

2021-04-13 13:40:21 UTC

I consider that should be a balance between the two ways in order to make your students creator of learning.

Daniela Ghitulescu, Romania

2021-04-13 16:27:52 UTC

It depends on the students' age and level. we should pay attention to their needs and we can change the approach on the way.

Vyta , Lithuania

vytally — 2021-04-13 16:29:00 UTC

Our synchronous and asynchronous lessons are regulated by documents of the Ministry of Education: 50 and 50 percent

Caterina Fantini - Italy

caterina_fantini1 — 2021-04-13 17:54:41 UTC

I work in a full-time primary school with 40 hours per week. In a blended learning we have to do 10 synchronous hours and the rest in asynchronous mode for the first class, 15 synchronous hours and the remaining in asynchronous mode for all other classes. Of course, the activity that is carried out and the age of the children are then assessed. I have a second class and if the synchronous activities take place online they are difficult to manage, so the major work I do in asynchronous mode (videos with explanations, questions of deepening and understanding...)

Javier Mendiola,Spain

jmendiola — 2021-04-13 18:24:31 UTC

I think that it depends on the level of our students;On the one hand ,for learners of Secundary level , I would choose to do more asynchronous activities because they can work alone at home easily and students are able of managing their own time and work individually.On the other hand for students of Primary level I would choose to do more synchronous activities because at this age they can´t work autonomously due to their lack of maturity.

Summarizing I would try to pay attention in their necessities , skills and maturity.

Nicky-Elizabeth,Greece

neksefl — 2021-04-13 18:52:11 UTC

I believe teachers should use an eclectic approach as there is no such thing as a perfect combination.
Students'age,learning styles,needs,
equipment and other factors are crucial when deciding the right balance.The older the student ,the better he can perform and appreciate asynchronous activities-kids need more synchronous engagement and guidance.

Sabine, Belgium

sabine_haot_cfwb — 2021-04-13 19:02:39 UTC

Impossible to generalize, it depends on too many parameters: age and degree of autonomy of the pupils, type of task, ...

Dora, Greece

2021-04-13 19:05:21 UTC

it depends... there are so many factors that we should consider including the age of our students, family collaboration, autonomy, the theme we are working on etc

Fani, Greece

fanifani1 — 2021-04-13 19:07:02 UTC

I strongly believe in synchronous in-school classes when underage learners are concerned

Bojan, Croatia

lazicbojan — 2021-04-13 19:33:28 UTC

The amount of synchronous and asynchronous engagement that you should include in your blended learning design truly varies from the one situation to another. For example, if you have younger students they certainly need more face-to-face (synchronous) experience. Than, the learning materials that you provide are also the factor of which depends what ratio of syn-asyn will you use even with older students. When there is pretty much autonomus students' work, where students are to work on the project, essay, experimenting etc. this is more subjected to the asyn activity so the ratio would be in the favor of asyn.
The factors you should consider when deciding the right balance are: age, digital competencies and digital abilities (at home) of students, the type and the complexity of task(s).

Elsa Fernandes, Portugal

2021-04-13 20:00:45 UTC

Because I teach over 12's, it is relatively easy to have them do both activities. The type of teaching depends on government authorities, and it is usually either one or the other. Of course, asynchronous can always be 'homework'. If too much is given, they will demotivate.

Lia, Italy

2021-04-13 20:24:37 UTC

I usually integrate synchronous and asynchronous. For ex., before Easter the students shared some questions on Jamboard at home; then they meet a special guest from Namibia and they asked questions; at home they answered some questions. Or they watched a video about jobs; then they created games about jobs and uploaded them to Padlet; they played their classmates' games.

Karden ÇELİKTAŞ GÜÇLÜ/TURKEY

2021-04-13 20:48:39 UTC

The times will vary according to the type and form of the event, but I think the duration of asynchronous work should be longer for efficient products.

Zografia, Greece

Zogr — 2021-04-13 20:49:14 UTC

I think that students, who are young, can not focus for a long time at a video that is asynchronous. I would plan 80 percent synchronous and only 20 percent asynchronous activities.

Konstantina Eirini Koufou, Greece

2021-04-13 21:16:54 UTC

it depends on the topic, the kind of tasks -individual or in teams-, the type of learning for example for expolring the asynchronous is more.... balance is the key word for me. I will follow the flipped classroom approach with more asynchronous activities before and after the synchronous session.

Irene Confalone Italy

2021-04-13 21:34:31 UTC

I usually integrate synchronous and asynchronous.My students shared some questions on Jamboard at home .They joined several etwinning projects and for those projects they had to answered to some questions. They watched a video about some videos about our etwinning partners and then they created games about habits and costumes about our friends and uploaded them to the twinspace. We integrated both activities.

Alex - Greece

2021-04-13 22:06:37 UTC

When talking about the flipped classroom model, the synchronous engagement included should be less than the asynchronous due to the fact that the students have to prepare on their own by studying all the necessary material.

Maria, Portugal

2021-04-13 22:39:35 UTC

I think that the synchronous time should be more than the asynchronous because even though students can have some autonomy, most of them need help doing tasks, to check information, clarify doubts...

Mohammad alsmiri,Jordan

2021-04-13 23:24:32 UTC

I think the use use of thesse activities depend on students needs. Furthermore depend on students educational leve. With a few words teacher knows better which method will use.

Heather Greece

2021-04-14 06:41:22 UTC

I teach in the high school, so my students are older. I try to have a balance of asynchronous and synchronous. I try to start with asynchronous to get them thinking before we work on a topic, and then I want to reinforce it, to help them build skills and knowledge through asynchronous, with the support of the synchronous that they still need and want to feel supported. I find that even with discussion boards during asynchronous, they do not feel as supported or as confident as they should be.

Maria Stalia Greece

mastalia1970 — 2021-04-14 07:14:08 UTC

I think that for my students who are rather young (10-11), asynchronous learning serves only for famliarisation to a topic and for extra practice. Synchronous learning is more appropriate for their age, as they need more guidance and support than older ones.

Teodora/Romania

tgrapan — 2021-04-14 07:36:32 UTC

Some science lessons need to be synchronous. We solve problems and the steps must be explained. However, other lessons can be announced through a film or a presentation to familiarize students with the new notions and for the introduction to the new knowledge to be done in a pleasant and interesting way, which will stimulate them to inform and participate.

Monica Arotaritei, Suceava, Romania

2021-04-14 08:37:59 UTC

As I teach English I use both synchronous and asynchronous activities, depending on the type of lesson . Most students with special education needs however still prefer asynchronous activities, as they need more time ad they feel more confidents going over the materials at their own pace.

Mirna, Croatia

mirna_androcec_pes — 2021-04-14 09:17:54 UTC

I use mostly asynchronous activities because I have many students that have brothers and sisters and only one computer at home. I also prefer synchronous activities at school because I teach typing and at school I like to make it a little competitive between students at who is better at typng.

Tihana Modric Croatia

tihanamodric — 2021-04-14 09:49:38 UTC

At the moment, I am balancing between S and A.activities depending on what I teach. I try to make them more and more independent. Since my pupils are 10-14yo, their engagement depends on their age.

Ifigenia S., Greece

2021-04-14 10:32:22 UTC

I think younger learners feel more at home with synchronous learning They feel safer with it because they still are in need of guidance. This year I'm teaching 12-year-old students so I have decided to implement synchronous engagement more extensively in my senario

Sotiria, Greece

skafetsi — 2021-04-14 10:52:15 UTC

I teach physical education in primary school and it is really hard to balance asynchronous and synchronous activities. Students have to create their personal workout programmes according to their own interests and needs, using instructions appeared in both learning environments, each week. The key is the communication between us that reassures students will achieve their personal and class objectives.

Merve,Turkey

2021-04-14 11:13:29 UTC

I think there should be a balance of both synchronous and asynchronous activities. I can use them as an English teacher in my lessons. However, it depends factors like students' ages and level , technology they have , the subject we teach ,etc.

Filipe Teixeira ; Portugal

2021-04-14 12:46:51 UTC

With older students, which is my case, it is important to find between synchronous and asynchronous moments. The former are fundamental to maintain a close connection with students and follow their work, clarifying doubts, giving additional explanations and creating moments of oral presentation of products (for example). The latter are fundamental to develop research, individual work or in small groups, prepare the product.

José Mairos (Portugal)

josemairos — 2021-04-14 14:38:57 UTC

In the case of my subject (Physical Education) the use of asynchronous activities was not usual. With the implementation of distance learning, we were forced to implement this type of activities with some success. Both students and teachers learned to use these new tools.
Now, asynchronous moments will be part of our teaching action more and more frequently.

Anda Mihaela Manea

andamanea2 — 2021-04-14 14:46:57 UTC

There are factors which can influence the balance between synchronous and asynchronous activities:
- the subjects
- the theme
- the age of students
- the necesities of that class.

It.s important to keep balance between them and also to use them at the right time, linked to the specific sequence of a class.
A close connection with students can be maintain during synchronous activities, but the self development of each one can be more productive with asynchronous activities.

Rafael, Spain

rclimentmarti — 2021-04-14 14:49:16 UTC

Subject: Economics.
In my learning scenario, I will use both synchronous and asynchronous activities. Since we are in an in-school setting right now, I will benefit from this situation by organizing mostly synchronous activities. However, the introduction of the topic will be throughout asynchronous activities.

george

2021-04-14 14:58:17 UTC

Sandra Mangas, Spain

sandeeacocina — 2021-04-14 15:02:41 UTC

I like to use asynchronous learning when I know the students have different needs, learning paces, or when some of them work, and cannot attend all the classes. This way part of the class is working asynchronously, at their own pace, and this also allows me to have time to attend those who need me more. I also like to use asynchronous model for creative activities, where the students need time on their own. Synchronous is needed mostly to maintain a close connection to the students, and know their needs, to clarify in person some questions that might not be clear, and also to work in groups.

FLORINA POPESCU, ROMANIA

florinappsc — 2021-04-14 15:23:22 UTC

In my experience, the success of remote instruction really depends on interactivity. Content mastery is important, as are assignments and other forms of assessment. But interaction is the foundation on which other successes sit. That’s where the synchronous-vs-asynchronous question comes in.

Francesca, Italia

francescacattani — 2021-04-14 15:25:55 UTC

Synchronous is learning delivered in a specific places time and to all students.The benefit is immediate feedback and interaction.
The drawback is that it's inflexible and may not individual preferences.
Asynchronus is learning content provided to students and accessed when they choose.
The benefit is self- pacing and choice.
The drawback is that it requires self-discipline and learners may fell isolated.
TO IMPLEMENT:
Try video conferencing and instant messaging and provide opportunities for students to receive immediate feedback and ask questions.

Esra Duygu ERKOL BÜYÜKDİNÇ/TURKEY

esraduyguerkol1 — 2021-04-14 15:55:12 UTC

Synchronous interaction should be included in the blended learning design to make good sense of the theme of the lesson and to decide on the studies to be done, and it can be continued asynchronously in the development and result stages of the process.

Kyriaki, Greece

4dimpre — 2021-04-14 17:05:08 UTC

In our traditional classroom setting our primary Ss, at least in Greece ,before the pandemic had very little experience of online asynchronous modus operandi,mainly if they had Erasmus or eTwinning projects. Nowadays, however they have all understood that our e-class asynchronous activities can become an integral part of our blended learning model catering to individual needs and learning styles as well as providing valuable time for synchronous practical problem solving and fruitful debate providing immediate feedback.

Nikoula, Greece

2021-04-14 17:18:29 UTC

I think that the grade of synchronous and asynchronous engagement depends on the topic that the blended learning is designed about along with the age of the students. So, younger students may need the in person support of the teacher in a greater extent than their older counterparts. Moreover, complicated mathematical problems may require extended synchronous support by the teacher to the students in need.

Charikleia Mamona, Greece

2021-04-14 17:21:33 UTC

There must be a balance in implementing synchronous and asynchronous. For younger children the synchronous activities may be more because they need more guidance and self-regulation and interaction.The key elements in both is the practises that we use to be interesting, engaging and attractive for all and set from the beginning the rules and excercise the students to the processess of both.

Victoria, Greece

victvoud — 2021-04-14 18:16:22 UTC

Provided that the infrastrusture is there for all students, blended learning activities are key factors for autonomous learning. I think that younger students need synchronous teaching more than high-schoolers, for example, as they have an immediate need for clarification and interaction with peers is essential. On the other hand, asynchronous activities should be there for the customization of the learning pace.

Ayşe KIRCALI/Turkey

aysekircali2011 — 2021-04-14 18:30:03 UTC

I think there should be a balance between synchronous and asynchronous engagement.I think ıt depends on the readiness of students,the materials they have,their age,the topic of the subject etc.

Ivana, Croatia

2021-04-14 18:39:57 UTC

I think both should be equally included in our blended learning design. However, there are a few factors we should take into account when choosing the right approach:
1. The age of the students - younger students need synchronous teaching more.
2. The complexity of a topic - more complex topics should be covered in the classroom (synchronously)
3. Digital skills - if students` digital skills need more development, face-to-face interaction (synchronous) is the right choice

Birol Evren Ankara, Turkey Step 1. The Kahoot tutorial test prepared for the subject will be sent to the students synchonously. Students will be given 3 days. Step 2. Students any time within 3 days (asynchronous)they will do the test. When they see their score, they will be able to do it again. Step 3, they will do the same test as a competition at the same time in online education. Step 4. In the classroom environment, the training will be repeated and the students will freely express their opinions on the test.

birolevren06 — 2021-04-14 18:53:11 UTC

Liliana

2021-04-14 19:26:42 UTC

The balance between synchronous and asynchronous activities matters a lot. Balance in terms of workload, working time, etc.

Nanu Elena, Romania

2021-04-14 19:27:26 UTC

How to help the student learn through interesting methods,
attractive, that the effective acquisition or fixation takes place and the student is motivated and
high performance? Each student is an individual with a distinct character, part of a group
specifically, so one method that goes to one class may not be effective to another. So,
for the teacher begins a period of continuous experimentation through which he proposes a
combination of asynchronous methods that allow students to advance at their own pace and
synchronous methods for actual hourly work, live. Differences1
between the two types
reveals the opportunity to alternate or combine them

Eugénia, Portugal

mariaeugeniaaragao — 2021-04-14 19:28:42 UTC

Presentation of a new concept (5 to 10 minutes) - Teacher or student - synchronous or asynchronous
Clarification of doubts in small groups (reference: 2 to 8 participants) - synchronous
Presentation of works in small groups - Students.
Clarification of doubts in a large group (reference: class) - Teacher moderation. - asynchronous

Celeste Simões, Portugal

2021-04-14 19:41:19 UTC

If possible, there should be a 50-50 balance of synchronous and asynchronous activities. But this all depends on the degree of the Ss’ autonomous work and their collaborative skills. If Ss find some contents too difficult to understand and grasp on their own, then the T should take the synchronous classes to debrief the ideas and concepts, thus extending synchronous activities a bit further.

Isamar Romero

2021-04-14 19:54:48 UTC

It depends of the kind of course that you are designed. If it's in covid context, regular scholar calendar, no teacher available to have a synchronous activities.
50% and 50% can be great

Roberto Agostini (Italy)

agostini2 — 2021-04-14 20:15:38 UTC

I don't think there is a single answer to the question "How much synchronous engagement should be included in your blended learning design, and how much should be asynchronous?". Faced with such general questions I often find myself answering: "It depends". It depends on the objectives I set myself, the content I am working on, the context I am in, the families and their technological equipment, etc. etc. On the basis of this series of variables, I believe that the teacher must ask himself how to organise his project.

Eleni M., Athens

elenimall24 — 2021-04-14 20:29:09 UTC

I think there should be balance between synchronous and asynchronous learning.

Sílvia Ramadas, Portugal

smramadas — 2021-04-14 20:51:55 UTC

Personally, I believe that it is going to depend on the variables. Variables, such as, learning inner goals, teaching aims, topics studied, contents, digital tools availability, quality of internet connectivity which may determine how much synchronous and asynchronous activities should be included in my blended learning design, though I think that ideally synchronous activities in-school should be priviledged.

Martinha, Portugal

dt7cturma — 2021-04-14 21:11:53 UTC

I think that there must be a certain balance between synchrones and asynchrones. and it also depends on the type of work you are proposing

abeer alhabasneh

2021-04-14 22:38:43 UTC

It must be taken into account the age group of students and the type of education prevailing in the country, is it traditional education or distance learning and the balance between synchronous and asynchronous activities

Malamatenia Lizou, Greece

malamatenializou — 2021-04-15 04:22:55 UTC

Before someone organizes synchronous and asynchronous activities, he/she should take into consideration many parameters such as, the age of the students, their ability to handle a pc, the internet connection and the access the students have to the device needed, the goals which he/she has set etc. Overall, there needs to be a balance among them.

Arantza, Spain

agarciab1 — 2021-04-15 07:35:06 UTC

I think all of the aswers could be right or wrong. The students features are going to be the ones determining those aspects, and they will change from one class to another, from one year to another, or even from one topic to another.

Ana - Maria Ene, Romania

dinka_ana — 2021-04-15 09:07:30 UTC

I believe that the proportion between the two should be fait, taking into account the psycho-physical and individual characteristics of pupils.

Vana P., Athens

vanpap2008 — 2021-04-15 13:50:08 UTC

Before deciding on the types of learning activities you want to include in your course, you should first examine your course content, learner needs, and your course goals. This the point for achieving balance in our blended learning design.

CV, Portugal

carlavarandas — 2021-04-15 14:28:22 UTC

The definition of time between synchronous and asynchronous classes should depend on the age, autonomy, maturity and responsibility of the students. It must also depend on the technical means and their quality, the level of digital skills of those involved. I also believe that in blended learning, the synchronous model should be privileged.

Alexandra, Greece

alegeor1 — 2021-04-15 14:39:43 UTC

Sessions lasting 30 minutes for each subject in synchronous. An hour or half for the asynchronous activities

Afroditi,

2021-04-15 14:43:19 UTC

The Greek educational system and the big amount of content we have to teach according to the standards could provide a criterio for me whether to use synchronous or asynchronous activities.
More specifically, it would free time from the classroom, if content studying and group projects would be given on an asynchronous base.
On the other hand, I would use the time in the classroom to assist my students with questions, difficulties and extend the content to deeper levels.
Therefore, once a week a new idea or concept
and once a week a small assignment on an asynchronous level. A bigger group assignment once every three or six months depending on the situation.

Lea, Slovenia

leaoo — 2021-04-15 14:51:51 UTC

I think that this should be balanced and it also depend on the age of your students, the level of their knowladge, the topic of your lesson...

Christos, Cyprus

papachchristos — 2021-04-15 15:23:12 UTC

Depending on some parameters such as

the age of students and their needs
the course content (complexity of topic)
students digital skills

synchronous versus asynchronous activities should balanced accordingly

Paco, Spain

pacoarroyo84 — 2021-04-15 15:30:20 UTC

First of all, and most important: all the students have acces to internet, computers, etc? I would give more importance to synchrous activities, and a part, lets say 20 percent, to asyncronous and little by little balancing both. In my opinion both are important, but we have to be equal with all our students

Luísa Guerreiro, Portugal

2021-04-15 16:00:42 UTC

There must be a balance between synchronous and asynchronous classes, depending on the age of the students, the topics covered, the ease with which they can access the internet and the ability to work with digital platforms.

Manuela F., Portugal

manf511 — 2021-04-15 16:13:57 UTC

First of all take into consideration the age, the maturity and the benefits for the students. The access to the internet and the skills the students need to complete the tasks. Then bearing in mind all these factors consider the synchronous and asynchronous time to set. Certainly trying to find a balance between the two types of activities.

Hamilton Correia, Portugal

hamiltoncorreia — 2021-04-15 16:19:17 UTC

There must be a balance between the two types of activities. For younger people, I think they should have fewer asynchronous activities. For older, more autonomous, there should be more asynchronous activities. In Portugal, for the little ones, there was an exaggeration in the asynchronous activities and many children ended up in stress because they had many activities to perform and little free time to play.

Luísa Nogueira, Portugal:

luisanogueira1 — 2021-04-15 16:23:51 UTC

In my opinion, learning is interaction. The interaction with the teacher is very important, as it mediates between the content and the student. Therefore, the teacher - student (s) interaction should be privileged for the younger students, not forgetting, however, to promote the degree of autonomy in the students.

Eleni X., Greece

2021-04-15 17:00:16 UTC

The right blend will be determined by the age of students, their cognitive level, the school subject and the overall Curriculum. Digital literacy will have to be taken into consideration as well as the overall learning environment.

Daisy, Italy

daisydegio — 2021-04-15 17:17:44 UTC

I really think synchronous engagement is fundamental in class and on online. It means the students can discuss/ ask for help/ interact / improve their Social Emotional skills.
In a blended environment also the asynchronous dimension is to be taken into account. If it is well manage it can be really useful and helpful I'm thinking about activities done at own pace, the acquisition phase which could foster students' autonomy and responsibility-.. an also inclusion.
We should consider the two dimensions and create our best recipe for an effective blended learning process.

Despoina Mavridou, Greece

deppymav63 — 2021-04-15 17:34:42 UTC

It is difficult to determine the percentage of both sychronous and asychronous activities. It depends on the topic of the lesson and of course on the dynamic of the class. So the teacher should take the above factors into consideration before designing the lesson and judge how many sychronous and asychronous activities to include.

Jose Manuel Luna, Spain

luna_automocion — 2021-04-15 17:39:18 UTC

All depends on the activity to be carried out. This may vary throughout the course and an exact percentage cannot be specified. But what there must be is a synchronous work with the teacher and with classmates and an asynchronous preparation work by the student.

Leyla Ceylan, Turkey

lylcyln — 2021-04-15 17:51:47 UTC

It depends on content, students needs and learning goals. If I want to provide feedback and guidance, syncronous activities are better.

Stefania, Italy

stefaniailedinuzzo — 2021-04-15 17:53:19 UTC

I work with students from 11 to 14 y.o. I strongly prefer doing activities on site sync, providing 15/20% of on line async.

Katarina, Croatia

2021-04-15 18:51:11 UTC

It depends on many factors and it is not possible to determine exactly how much
synchronous and asynchronous engagement should be included.
It depends on the ability of the students, on the topic being covered, on the technical capabilities, quality of internet connections and availability of digital tools, etc.
The teacher needs to know the capabilities of his students and plan the lesson accordingly to that fact.

Katerina Maki, Greece

makikaterina — 2021-04-15 19:16:42 UTC

The choice between synchronous and asynchronous activities depends on many factors: the current situation (for instance pandemic), the age of the students, the maturity of the students, thw cognitive level the students have, thw access they have (internet, devices) and their digital literacy. Of course the face-to-face learning is undoubtly veri important.
Besides, "Technology will not replace great teachers, but technology in the hands of great teachers can be transformational" (George Couros)

Nurcan, Turkey

nurcanatasoycamur — 2021-04-15 19:41:15 UTC

I think there is no exact amount of these activities. Teachers should decide on the amount of these activities according to their students' needs and their own priorities for the lesson.

Fatima algraibah /Jordan

fatmhalghraybh — 2021-04-15 21:54:22 UTC

I think it depends on students , content and the learning idea

rasha

rashaalomari448 — 2021-04-15 21:58:58 UTC

it depend on content student need

Nikolaos Mpakos, Greece

2021-04-15 22:18:53 UTC

The different kinds and the amount of the synchronous and asynchronous activities that should be considered while scheduling a lesson, depends on: the academic and cognitive level of the class and the individuals, their access to the ICT facilities and their digital fluency and literacy, the topic of the specific subject, the school-time provided and the learning goals as referred in the curriculum and, of course, the health conditions and the access in classrooms.

Shereen Ibrahim/Jordan It depends on the students, the content and the learning idea and teachers must decide the amount of these activities according to the needs of their students

2021-04-15 23:47:21 UTC

Györgyi, Hungary

2021-04-16 06:05:02 UTC

At my school we agreed on about 50-50% of synchronous and asynchronous engagement. As I see Ss need more synchronous activities because of real or online contact with peers. Factors: age, content of learning, Ss' independence.

Christina Andreou, Greece

tsoukouboil1983 — 2021-04-16 06:49:19 UTC

I fully agree with most of the participants in this course, that the answer to that question is "it depends". Many factors must be taken into consideration in order to blend successfully synchronous and asynchronous activities. For instance, the age of learners/students, their digital skills, their maturity as well as to which extend students are able to schedule themselves in a studying plan. It also depens on the lesson's nature and on what expectations teachers have set.

Myrto Nerantzi, Greece

myrtoner — 2021-04-16 07:20:52 UTC

It depends on the lesson objectives and the time allocated to the subject in school, students' age, their level of motivation and interest, familiarity with digital tools, the degree to which they have developed cognitive skills.

Kristina J., Croatia

tinajelosek — 2021-04-16 07:47:09 UTC

I believe the synchronous activities are crucial, the real contact between all participants of the learning situation. Students, especially younger ones, need a lot of guidance and help. Asynchronous activities, if used with the age of the students and the outcomes intended in mind, can be useful.

Clara Vitorino - Portugal

2021-04-16 08:40:02 UTC

What I take in acount is their age, their learning profile, their interests and the competences I want them to the develop. The balance between synchronous and assynchonous activities depends also on the kind of project we are developping: wrinting an essay, creating a play, making a newspaper...

Bryan, Malta

2021-04-16 08:49:57 UTC

Since I teach 11-16 year olds, i find that Synchronous sessions are more effective. I do plan additional recorded material to help with their studies, but through the experience I had with Asynchronous sessions when we had the first lock down, the participation levels dropped dramatically.

meyadaqarawi1973 — 2021-04-16 08:56:33 UTC

Meyada Qarawi from JordanIt should be a balance of all activities and it must be an interaction

Cláudia Rodrigo, Portugal

claudiarodrigo — 2021-04-16 10:02:52 UTC

The number of classes asynchronous and asynchronous depends on the discipline, the age of the students, among other factors. Both have to be dosed for the students to be able to fulfill the proposed tasks. Sometimes it takes just one or two synchronous classes but several asynchronous ones.

Marta Costa, Portugal

martadcosta — 2021-04-16 10:14:51 UTC

The number of classes synchronous and asynchronous depends of students needs and age, autonomy, digital tools.

Christos, Greece

2021-04-16 10:35:47 UTC

The number of classes asychronous and synhronous activities depends on the number of students and of course the engagement status of our students.

Apostolia Mamma, Greece

apostoliamamma — 2021-04-16 10:51:18 UTC

I think the balance lies somewhere in between, depending on what works well for our students.Examining course content and goals as well as learners'needs is crucial.We start small and see how it goes..

Mohamed Omri , Tunisia

omrimed20 — 2021-04-16 14:21:15 UTC

It all depends on the program, the needs of the students and their age. but generally I think synchronous activities should have more place in blended learning because it promotes exchange , contact and interacton

Francesca T, Italy

tittolina2009 — 2021-04-16 15:01:48 UTC

Unfortunately, during the pandemic in the school where I work, rather binding hourly criteria were established; I generally believe that flexibility is needed to establish the right synchronous / asynchronous balance for that specific unit and class. The distinction is certainly also in relation to the degree of autonomy of the students, possessed and which one aims to achieve.

safaa mrshoud

2021-04-16 15:09:34 UTC

I think the number of simultaneous and asynchronous activity classes depends on the number of students, the age of the students, the objectives of the lesson, the time allocated to the subject, and the students ’knowledge of digital tools.

Sofia, Greece

2021-04-16 16:36:46 UTC

I think that it depends of
- the age,
- the maturity
- the technology skills
- the subject
In my opinion the sychronous activities should be more

Emiliana, Italy

emiliana_rufo — 2021-04-16 16:40:37 UTC

In my activity there will be both Synchronous and asynchronous activities, but Synchronous activities are important for collaborative learning.

Maurizio, Italy

2021-04-16 18:20:09 UTC

The right balance is not easy to find. Sometimes students need some synchronous activities more than they do asynchronous.

Svitlana Gutnieva, Ukraine

sgutnyeva — 2021-04-16 18:44:46 UTC

I think synchronous activities should be more than asynchronous, especially in primary school. It depends of the subject, students' age and their skills, goals, technology opportunities, teacher's competence.

Leonor, Portugal

leonorsms — 2021-04-16 19:04:33 UTC

It depends on the topic covered and its complexity, but it also depends on the students’ autonomy and responsibility. With my students it needs to be 70% synchronous activities and 30% asynchronous activities, otherwise they will get lost and demotivated, loosing track of has to be done and they tend to fail submission deadlines.

Sibel,Turkey

sibelzeynepdagdelen — 2021-04-16 19:27:59 UTC

There should be a balance between syncronous and asynchronous activities. The age of the the students is an important determiner in selecting activities.For autonomous learners asyncronous activities should be more.

Learning to ask, learning to explain

rucolaemma — 2021-04-16 19:28:26 UTC

Emma, Primary school, Italy
I find it very interesting the possibility of working on acquiring the skills necessary to get to ask questions in the second asynchronous step. Requests for clarification. Also to share on a padlet. This allows you to check the processing phases of the task and to stimulate arguments and explanations among peers from primary school.

Sanja P., Croatia

sanjapesic53 — 2021-04-16 19:34:30 UTC

There should be a balance between synchronous and asynchronous.
Some students prefer synchronous online learning because they need face-to-face instruction, while other students prefer asynchronous online learning because it provides more time to consider all sides of the problem before offering their own educated contribution.

Carla Freitas - Portugal

2021-04-16 19:37:07 UTC

The number of classes synchronous and asynchronous should take into account the students needs and age, autonomy, digital tools.

Nicolas Elsäßer

nicolaselsaesser — 2021-04-16 19:44:33 UTC

Especially after projects in which the students worked asynchronously in groups, the students told me how much they would like to have lessons with everyone else again. For me that means that there has to be a balance between asynchronous and synchronous phases, depending on the content.

António - Portugal

erasmus116 — 2021-04-16 21:35:52 UTC

The syncronous activity should be limited to a maximum of 30 minutes because after taht time the students start to have less attention and they do other things instead of being "in" the activity

DESPOINA GKARANATSIOU

garandesp — 2021-04-16 21:52:33 UTC

It depends on the subject. In additon, students age is basic factor.

Billy, Greece

2021-04-17 01:29:13 UTC

I think that synchronous activities should be more, as they provide better opportunities to organize the learning design.

Tatiana Dragan. Moldova

tatianadragan — 2021-04-17 04:14:07 UTC

It should be a balanced manner of synchronous and asynchronous activities. In the same way that we need to consider the different dynamics of individual and collaborative activities in a blended learning context and the students needs.When designing blended learning, it is important to carefully consider when to organise it in a synchronous or an asynchronous manner.

Hoffmann-Bronț Viorica, Romania

vigyorika477 — 2021-04-17 11:01:22 UTC

Working in special vocational education, it is not up to me how long the students stay synchronous and how long they stay asynchronous. It depends on the degree of mental and emotional deficiency, the level of intelligence of the parents, the degree of poverty, if they are part of a disadvantaged social category.

Chrysanthi, Greece

2021-04-17 11:15:59 UTC

The engagement of either synchronous and asynchronous activities is up to a lot of factors, such as the number of students, their autonomy in learning, the type of lesson and their cognitive level. However, I am in favor of the opinion that the synchronous activities should overweight the asynchronous.

Xanthippi Nannou, Greece

2021-04-17 11:36:49 UTC

It really depends on the topic, the age of the students and their abilities, the equipment available. However, my personal opinion is that the synchronous activities should overweight the asynchronous.

Ana Sofia Silva, Portugal

asdtavares — 2021-04-17 12:36:12 UTC

The age of the students is a determining factor. I think students between 14-15 years old may have half of synchronous classes and the other half assynchronous.

Sylwia, Poland

ssylka31 — 2021-04-17 13:14:00 UTC

It really depends on digital literacy of teachers, students, the age of the students and their abillities. The same synchronous and asynchronous should be balanced.

Cinzai, Italy

2021-04-17 14:32:10 UTC

Advantages of Synchronous Teaching

Immediate personal engagement between students and instructors, which may create greater feelings of community and lessen feelings of isolation
More responsive exchanges between students and instructors, which may prevent miscommunication or misunderstanding

Disadvantages of Synchronous Teaching

More challenging to schedule shared times for all students and instructors
Some students may face technical challenges or difficulties if they do not have fast or powerful Wi-Fi networks accessible

Advantage of Asynchronous Teaching

Higher levels of temporal flexibility, which may simultaneously make the learning experiences more accessible to different students and also make an archive of past materials accessible.

Disadvantage of Asynchronous Teaching

Students may feel less personally exchanged and less satisfied without the social interaction between their peers and instructors.

Brilliant

2021-04-17 15:19:35 UTC

Natalia, Moldova

nataliadoronin — 2021-04-17 15:23:26 UTC

It depends on the level, age of the students

Vicky Tsirgoula, Greece

2021-04-17 15:29:07 UTC

It depends on the academic goals and the characteristics of the students involved.

Anna_N Italy

2021-04-17 15:46:58 UTC

Last year lockdown made me realize how important it is to be together. My students complained on how lonely they felt while doing the assignments. They liked the video lessons I sent them but missed the interaction with the teacher and their classmates. This is also due to the fact that they are between 11 and 14 and they need to learn together. On the other hand some students enjoyed working at their own pace and having the possibility of going back to the video lesson to reinforce their learning or to clarify something. So, on the whole, I agree with some of my colleagues who say that a lot depends on their age and the time they have to access online resources. The picture of the blended synchronous and asynchronous lessons could be a good starting point.

Vicky Archondi, Greece

vicky_archondi — 2021-04-17 17:24:27 UTC

There is not a single answer to this question. It depends on the digital literacy of students and teachers alike, the existence of the necessary equipment, the academic goals set , the level and age of the students.Generally , we need to ensure a balanced implementation of syncronous/asyncronous activities.

Eleana, Greece

2021-04-17 17:52:12 UTC

There is no single answer.
It depence on the characteristicw of the group of the students, our goals, their age and many other factors.

Snježana Marić, Croatia

smaric — 2021-04-17 18:26:39 UTC

I believe there is no common recipe. It depends on the age and most of all on the indepedent learning skills of your students. Generally speaking, I use sync activities when we need a consensus on somedecisions, or when I am introducing new tools and want to see the reactions of my students, or when they are presenting something to the whole class, whereas research activities and exploring the materials given and the "learning process" as well as creating their own materials is usually done asynchronously

Ioulia, Greece

2021-04-17 18:46:01 UTC

Synchronous > Asynchronous
when on-site > online
to make the most of the interaction
and
Synchronous < Asynchronous
when on-site < online or online only
to make the best of the interaction

Thomas Boulieris (Greece)

thomasboulieris — 2021-04-17 19:29:09 UTC

Age, cognitive level, level of technological skills, the subject taught, the pedagogical goals and learning objectives are probably some of the aspects an educator must take into account when planning a blended learning process!

Sandra Mitrović, Serbia

2021-04-17 19:53:14 UTC

I think that the teacher should design well the equal representation of synchronized and asynchronized activities. It is difficult to find a balance. The teacher has an obligation to prepare well for these activities.

Fernando, Portugal

2021-04-17 21:01:10 UTC

Sometimes students need some synchronous activities more than they do asynchronous.

Celeste,Portugal

celestequintaslopes — 2021-04-17 21:12:00 UTC

It all dependes off: the age, the motivation, the learning skills, the internet conditions, the objectif off the lesson...

Not only student's style

2021-04-17 21:36:36 UTC

Not only student's learning style determines use of Synchro and Asynchronous time. It depends on teacher personality and characteristics of the territory and its resources. Marcello C, Italy.

2021-04-17 21:56:44 UTC

Jihan Khateeb /jordan.
I think that it depends on students need, age and motivation.

Dimitra, Greece

dimitralogginou1 — 2021-04-17 22:37:38 UTC

I think that this depends on students' maturity and abilities in different fields. Different forms of lessons usually confuse children. Based on my students, the implementation of such a schedule would be ineffective. In my view, teaching material can be both: synchronous and asynchronous.
It depends on how teachers approach the teaching material, which differentiates synchronous and asynchronous ways of teaching.

Stavroula-Ioanna Kypraiou , Greece

skypreou123 — 2021-04-18 01:02:34 UTC

Ι have found that it depends on the age , potential and abilities of the students. The interactive videos for example are reported and attract all students both modern -synghronous and asynchronous learning style .Some playful activities students with disabilities in the classroom, respond and participate better. Also teachers should design blended learning materials ,that will be used in both circumstances.

Elpis X, Greece

chochliourou — 2021-04-18 07:33:52 UTC

An engagement of that sort needs to take into account the needs of the students, the goals and objective of the class in regard to the content - discipline. The proportion is related to the socio-economic context of the parties and the available resources and the social emotional needs as well.

Effi Efstathiou - Greece

efstat_efi — 2021-04-18 08:03:25 UTC

It depends on the age of the students ( younger students need more sychronous learning , they need guidance, support and contact with the other students) , the subject , their technological capabilities ,the number of students of the class and their characteristics.

Kantidou Angeliki, Greece

2021-04-18 08:52:32 UTC

Synchronous activities should be in balance with asynchronous ,so the interpersonal relationship between teacher and students mains stable.

Evangelos Gkinos, Greece

2021-04-18 08:56:29 UTC

Age is an important factor as well as the ability to work efficiently in an autonomous environment. Another factor is the level of coaching-guiding students will need through the course.

Gina Mouselimi, Greece

ginamouselimi — 2021-04-18 09:04:19 UTC

If we take a step back and think about the benefits and challenges of asynchronous learning and synchronous learning, that can provide clarity about how to think about the design our blended learning course.

Teachers can use asynchronous learning as pre-work and post-work for the synchronous sessions. If students engage in meaningful pre-work prior to class, the teacher can maximize their limited synchronous time with students in a blended learning or online learning course. They can focus their time and energy on high-value learning activities when working directly with students. For example they can work on additional review and practice, research and exploration, or reflection that build on the work students did in synchronous sessions.

Despina, Greece

da416 — 2021-04-18 09:16:36 UTC

It depends on a lot of factors, the most important of which are the students' needs. It is necessary for the teacher to find a balanced set of synchronous and asynchronous learning activities to meet these needs.

Synchronous activities should be balanced with asynchronous ,so the interpersonal relationship between teacher and students mains stable.

2021-04-18 09:28:54 UTC

Antigoni Anastasiadou, Greece

2021-04-18 09:34:34 UTC

It depends on the topic and the age of the students as well as the experience students have using both methods.

Stavroula, Greece

2021-04-18 09:50:53 UTC

It depends on the Ss experience in using asynchronous tools, the time that they have to allote to those as well as the support that they can have from peers (parents, relatives) at home or in other places where teh asynchronous activities might take place (e.g. libraries).

Christos T., Greece

christsapan — 2021-04-18 09:54:38 UTC

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

María, Alicante-Spain

2021-04-18 11:11:15 UTC

It depends on the autonomy and maturity of our students. Also it depends of the level of difficulty of the topic. We should consider to the resources and constrains in each student's home.

Tanja, Croatia

tanjabednjanec — 2021-04-18 12:22:42 UTC

I think that the age of students is major factor but as the students get more experience they should work less synchronous and more asynchronous.

etaf almasri / JORDAN

2021-04-18 12:54:46 UTC

asynchronous activities gain new experiences

Slavka, Bulgaria

slborislavova — 2021-04-18 13:18:07 UTC

It depends on the age of the students: as I teach in a primary school, I'll need more synchronous time to facilitate the work of my students.

Joaquim, Portugal

2021-04-18 14:25:35 UTC

The number and sequencing of synchronous and asynchronous moments depends on several factors: age of the students (older = more autonomy = possibility of more asynchronous moments), subject to be addressed, students' domestic conditions. Up to the age of 15 (end of basic education in Portugal), I think that synchronous moments should predominate.

Antonella Z., Italy

antomakena — 2021-04-18 16:16:29 UTC

I think it depends on the engagement of the children; that's why I find very important the challenging starting question! Well motivated children could be very much involved and use a lot of time in asynchronous activities...if they could experience that their work is a relevant part of the knowledge of everyone

Maria V. Greece

2021-04-18 16:27:37 UTC

When preparing a blende learning design there are many factos we should take into consideration.
Firstly the age , the educational level , the topic, the students' learning needs and interests , but also their digital literacy and technological equipment.

Dimitra, Greece

dpvasilakou — 2021-04-18 17:14:44 UTC

I believe that 1/3 of a blended learning scenario should be synchronous and 2/3 should be asynchronous. As far as the factors are concerned, the age and the level of the students as well as the time and the technological equipment provided should be taken into consideration.

Antonella Ramponi, Italy

maestranto_pc — 2021-04-18 17:31:08 UTC

It depends on the age of the students, their autonomy and how their learning path took place.

Emilia,Romania

Emilia_Ro — 2021-04-18 17:33:01 UTC

We all know that nowadays only a small number of students learn and study independently and they need our support so in my opinion primary and lower-secondary students need synchronous sessions.It's important for us to make sure that students understood our lessons and to know that we are there to help them.Even if in classroom they say that they have understood when they start studying independently they still have some doubts and questions.
Regarding asynchronous activities -we can assign these to autonomous students or when we are sure that almost everything was understood.
Maybe for high school students asynchronous activities are more suitable.

Marília Abana, Portugal

mariliaabana1 — 2021-04-18 17:49:59 UTC

All children have digital skills. So the sooner the better, because they quicky start to acquire these learnings.
They known what to do in synchronous and asynchronous classes.
I found out that students like this method, because they known that they only have to be focused for 60 minutes (synchonic) and then manage the activites during the day (asynchronous).

Manuela Silva, Portugal

2021-04-18 17:59:11 UTC

When thinking about the amount of both types of activities , I think we should take into consideration some factors like: the age; digital devices and digital literacy of our students; autonomy and level of proficiency ( when talking about languages).
In my opinion, we should try to find a balance between the two types of activities. We could have our 3X45 minutes face-to-face classes and like 1 hour asynchronous learning. Some of my students still don't have any kind of digital devices, so we should be aware of these situations.

Sara Ganados, Spain

2021-04-18 18:19:52 UTC

When talking about how much blended learning should be included in my learning design, I consider some factors : time needed, digital compentences and age.
If I think of my adult students, most of them lack of time, so asynchronous learning should be short and meaningful and synchronous should weight the same or even more to support their online learning.
If I think of my younger students, they also lack of time but they have more digital skills so the activities should be short but they can be varied and motivational.

Itana, Croatia

tomsicitana — 2021-04-18 18:33:16 UTC

Synchronous activities and asynchronous activities should alternate depending on the abilities and readiness of the students. In younger students, I think there should be more emphasis on synchronous activity, and the older and more independent students are, the greater the ratio in favor of asynchronous activity.

Ioannis Isaias, Greece

ioannisdr79 — 2021-04-18 18:42:46 UTC

Proportion of synchronous and asynchronous activities blending depends on various factors such as students age, level of their autonomy, learning profile and possible disabilities (dyslexia, adhd, processing disorders etc) to name a few.

I work with young students (12-14) that are facing learning disabilities. That usually means low level of autonomy, difficulties to keep in track during a task and lack of knowledge to handle the whole set of benefits provided by digital enviroments. In order to eliminate those disadvantages, i prefer to work using more synchronous activities (in face to face class ideally) than asynchronous (e-me or e-class environment). Plus, synchronous activities are less likely to be done by others than the actual students!

Sara Amâncio, Portugal

srlamancio — 2021-04-18 18:49:54 UTC

In my opinion there must be a balance between synchronous and asynchronous activities, but it is obvious that everything will depend on several factors such as the age of the students, the level of education and the skills that are intended to be developed.

Despoina, Greece

desathan756 — 2021-04-18 18:51:48 UTC

Asynchronous and synchronous activities should be balanced. Of course that depends on the age of the students (younger students need more synchronous activities) and the type of the course.

NİLAY, TURKEY

2021-04-18 19:00:13 UTC

Factors such as the purpose, content of the course, students' ages, learning levels, self-efficacy skills are the factors that should be considered while making this distribution.

Maria Kokkini, Greece

2021-04-18 19:20:29 UTC

It depends on various factors like the topic, the tools you want to use, the students age, their autonomy,

Suzana, Croatia

jagicsuzana — 2021-04-18 19:45:45 UTC

It is necessary to take into account the technological equipment of the school and students and the age of students. Synchronous learning should not take longer because students' concentration decreases.
More time should be devoted to asynchronous learning.

Maryam Abualghanam/ Jordan

maryamabualghanam — 2021-04-18 19:54:47 UTC

For my students, we need a lot of work before starting to implement simultaneous learning and asynchronous learning in our schools because the infrastructure is not yet ready, such as providing electronic devices and educational courses for teachers and students as well as parents. But if we really want to start, from my point of view, the share of simultaneous learning should be more than asynchronous learning, at least currently, so that everyone can take ideas and train on the idea of blended learning as a whole. There is no objection to a short activity and we give it the necessary time to implement

Margarida Almeida, Portugal

margaridaalmeida2 — 2021-04-18 20:00:00 UTC

It depends on the subject, the age of the students, their autonomy and the equipment.

Spyropoulos Tryfon, Athens

2021-04-18 20:38:03 UTC

This depends on a variety of factors. Some of them are: the level of autonomy, the subject, the age of the students, the learning disabilities, the technological equipment.

Panagiota, Greece

2021-04-18 21:02:05 UTC

It depends on various factors such as the age, the level of the classroom, the equipment.

Francisco, Portugal

2021-04-18 22:07:28 UTC

In my blended learning project, I plan to make a balanced balance between synchronous and asynchronous moments. The research to be carried out in an asynchronous manner should start the work, then an on-site teacher will follow. As the project evolves, we will have synchronous moments of feedback and guidance and other asynchronous group work. At the end, there will be an oral presentation and communication of the works prepared by the different groups.

Emmagi Italy

jeansdeutsch3 — 2021-04-19 06:13:06 UTC

of course it is important to try to achieve a reasoned balance between the two types of modalities. All the problems must be taken into account but also all the potential offered by distance learning.

Nada Crevar

nadatodorovska — 2021-04-19 06:53:30 UTC

It depends on several factors: the individual class, teaching material, student motivation, time constraint, epidemiological situation (technical capabilities of students and teachers, ...), age of students, difficulty of teaching materials, ... I think it is necessary to gain a sense of right a measure of both modes of operation. (Easiest to achieve in classrooms we know-hardest in first grades)

Annalisa T., Italy

annalisatacchella — 2021-04-19 08:05:03 UTC

There are many factors to be considered. Asynchronous learning has many benefits, but we have to provide regular feedback, spend a lot of time to produce high-quality materials and be aware of the fact that sometimes students can feel overwhelmed if they have too much to do or if they don't know how to reach out for help.

Katerina Greece

2021-04-19 08:57:43 UTC

For the purposes of the informatics classes (which I teach) about fifty per cent of the courses need to be synchronous

Hara Balli, Greece

2021-04-19 09:12:05 UTC

It depends on students’ maturity and their approach to resources and technical support.

Laura B., Italy

blandinol1 — 2021-04-19 09:30:56 UTC

It surely requires a lot of work from the teachers as well as the students. But once they familiarize with the requests, the benefits of these kind of activities is immense: it pays off in terms of motivation and a new approach to study, which is no longer based on getting good grades only regardless of the contents.

AYAT HINDI /JORDAN

farsfyalh01 — 2021-04-19 10:42:29 UTC

From my point of view, we have to balance the process of simultaneous and asynchronous learning, half by half, on the one hand, to break the boredom and increase the motivation to learn among the students, and it is the level of the students that determines the ratio at the end of the matter.

Anca; Romania

2021-04-19 11:34:18 UTC

In general, I adapt to the students' needs and carry out the activities synchronously and asynchronously according to them.

Aggeliki Arsenikou-Greece

evakianasta21 — 2021-04-19 11:36:55 UTC

There is usually a balance depending on age, maturity and class level. All students can be taught to work autonomously as long as they are trained to do so. With some it's faster and with others it takes more time to realise that asynchronous work is part of the learning process.

Tonka, Croatia

2021-04-19 12:06:19 UTC

Synchronous activities and asynchronous activities should alternate depending on the abilities and readiness of the students. Young students need more support from teachers and parents and a social environment. That is why synchronous learning should be more covered in younger students. Older and more independent students are more successful in asynchronous activities.

Mariza, Greece

marizaki2012 — 2021-04-19 12:21:38 UTC

The age of students , the level of autonomy, internet access should be taken into account when deciding the right balance.

Lintle Moswatsi, Lesotho

2021-04-19 13:18:47 UTC

In the case of young students, primary and lower secondary classes, I think there should be more sychronous engagement than asynchronous because students this age need more teacher-student interaction and may not be able to find much information themselves. However, if one teaches upper secondary and tertiary classes, I would encourage more asynchronous engagement to sychronous in order to allow learners discover information for themselves hence promote learner autonomy. At this age, learners need not be spoon fed rather, be given general information so they could narrow it down themselves.

Carmela Grancagnolo, Italy

2021-04-19 13:24:05 UTC

In my opinion, the correct balance between synchronous and asynchronous activities depends on the age of students, on their technological and learning independence, on the support they may receive at home.
So, it should be evaluate any time.
Anyway, I generally think that asynchronous learning should take into account the preparation or revision of materials that will be discussed in class.

Ana Gamito, Portugal

anagamito79 — 2021-04-19 14:23:22 UTC

The right balance will depend of the digital literacy of the students, internet access and obviously their ages. Since I work with younger children and my subject is a foreign language my activities will have to be precise and easy to understand to be successful.

Aspasia Mylona, Greece

2021-04-19 14:38:18 UTC

It depends on students, subject, topic, their technological equipment and knowledge, the lack or not of internet connection.

Nataļja D. (Latvia)

2021-04-19 15:13:22 UTC

According to my personal experience (I've been working at school for 26 years), I can judge that students' mental abilities and comprehensive skills are those basics that should be taken into consideration making the balance between synchronous and asynchonous activities. I've got several groups of students who I give short videos with a very clear explanaition of a new grammar point or a structure, for example, but when it comes to the practice, it becomes clear that they still do not understand anything and wait for me to explain. Therefore, these students need synchronous activities more or one-to-one lessons.

Marinela, Croatia

2021-04-19 16:07:08 UTC

I think we should take into account the age of our students and their autonomy and self-directed skills. It's also important to know students' technological skills and technology. Some activities are better in a synchronous and some in an asynchronous manner, some students have parents' support and some don't.

Isabela, Romania

2021-04-19 17:50:46 UTC

It depends on learning content, skills of the students and their level of knowledge.

Anastasis, Greece

pclessons15237 — 2021-04-19 17:55:06 UTC

From my point of view, asynchronous learning through small videos should be implemented for a trial period. At the beginning of a semester, students should do more syncrhonous lessons and once a week or once every two weeks an asynchronous lesson. If the students respond positively, then asynchronous engagement could be increased.

Hermenegildo, Portugal

santospateiro — 2021-04-19 17:56:44 UTC

I think this balance can be a huge dsicussion. In my opinion, first of all, we nedd to know quite well our group of students. After that we need to think about their levels of autonomy, ICT skills, ICT tools, ...
Another highlight topic is the topic to be adressed, because there are topics which the biggest part can be synchronous and there are another ones which the biggest part can beasynchronous.

Maria Kantiri, Greece

2021-04-19 17:58:00 UTC

In our blended learning design we must include synchronous and asynchronous activities. Right balance is the key-word, but in order to succeed it we have to take into account the technological equipment, the age of our students and their needs and abilities.

2021-04-19 18:13:42 UTC

Many factors contribute to the decision of choosing the amount of synchronous and asynchronous activities. However, I believe that the most important factor is your class with all its strengths and weaknesses. What I mean is that observation should precede so that teachers strike the right balance between the two types of learning.

Hanadi

2021-04-19 18:29:56 UTC

According to students knowledge and ability, content, age, interests and whether they have the ICT skills.

Luis, Spain

luismsaez — 2021-04-19 19:00:50 UTC

In musical activities, most of the work should be synchronuous. But there is a previous work which can be perfectly carried out by watching videos and reading texts.
The good balance is that the unsynchronous activities to be a support of the synchronous ones

nuray o.

nuray17 — 2021-04-19 19:57:42 UTC

Simultaneous activities and asynchronous activities depend on the Children's age and level, interests and desires.

Angeliki, Greece

pouagg — 2021-04-19 20:40:09 UTC

Starting point could be asynchronous learning activities - introducing the subject - then sychronous learning activities - applying knowledge, feedback, group discussion and in continuousness asycronous activities - interactive exersices, fulfilling tasks, discussing in forums. Always considering the profile of our students, their timetables, the technology means they use, the pace of learning, the goals of the lesson,the degree of flexibility and the stimulation of interest for participation.

Anastasia K.Greece

anakoutsouki66 — 2021-04-19 21:35:35 UTC

In my opinion the right balance detween asynchronous and synchronus activities depend on than many factors such us children's age, Knowledge and interest.In addition the technological equipment is very important factor.

MariaEleni V. Greece

mvalasidou — 2021-04-20 00:56:04 UTC

Weight students needs and abilities
Prepare the content accordingly
Mix the right amount of Synchronous and asynchronous
and you have the blend.

Eva, México

2021-04-20 01:06:30 UTC

What factors should you take into account when deciding the right balance? The balance will be established by:
* The task
* The type of task.
* If you are presenting or developing or concluding the task.
* The level of difficulty of the task.
* The ability to use the ICT tools.
* Sts needs to meet with the teacher or their peers.

Doraki, Greece

dorakoulaki — 2021-04-20 05:38:18 UTC

It depends on the students, the subject, the topic at hand and our teaching goals.

Roxana , Romania

roxanabejan — 2021-04-20 08:36:13 UTC

I think that we must mixt both ways of activities: synchronous learning activities : introducing the subject , explaining the tasks, feedback, group discussion
- asynchronous learning activities: interactive exercises, fulfilling tasks, discussing in forums.

Fotis, Greece

panagiotoglou2 — 2021-04-20 11:58:19 UTC

There must be a balance between synchronous and asynchronous activities, which depends on many factors, such as the level of the classroom, learning and digital skills.

Cinzia Marrone Italy

2021-04-20 13:39:55 UTC

Activities must be balanced in syncronous or asyncronous and children must be accostumed since they are young

Jorge, Spain

2021-04-20 13:42:39 UTC

A balance must be acquired between synchronous and asynchronous activities. If you want your students to show quick-thinking the synchronous is the best. However if you want them to think carefully about pros and cons asynchronous is better

Violeta T, Romania

violetatelescu — 2021-04-20 14:52:02 UTC

I think a balance between the two types of activities is a good approach of the lessons but it depends a lot by students and by topic

Cristina,Romania

2021-04-20 15:40:48 UTC

I think a balance between synchronous and asynchronous in needed,and this balance is decided by the factors: we know the IT skills of each student, if the topic is difficult,the age of our students -in the asynchronous activities, younger students might need help from a family member.

2021-04-20 16:18:01 UTC

Fatma, Tunisia
The balance between asynchronous and synchronous teaching depends on the students' ability to work autonomously and their age. Young learners will need more real time to learn. I think before using asynchronous activities, a teacher has to make sure that learners will receive help from a care giver (e.g., parents). Older learners will enjoy depending on themselves without being directly monitored by the teacher but they may not be serious in doing the asynchronous tasks .
Considering the factors above, a teacher has to make a fair balance between both types of activities. It would not be wise to assign many synchronous activities because this would make learning less flexible for many learners as it would not allow them to feel autonomous. It would not be helpful too to assign too many activities asynchronously since this makes both the teacher and the educator unable to control the learning process.

Maria F.

filimariagr — 2021-04-20 17:08:37 UTC

My concern is that there cannot be a foolproof model or pre-set plan of the allocation. Planning cannot span over 4 synchronous sessions (2 weeks) since it heavily depends on changable circumstances. Students (perhaps mostly their parents) however, feel safer when they know the course description beforehand. Is it possible to design a whole semester of blended learning? Or perhaps persuade students (and parents) to step out of their comfort zone and get accustomed to the fluid , perhaps volatile, nature of blended learning?

Dina Costa, Portugal

2021-04-20 18:58:30 UTC

Well I think it depends on many factors. Students' autonomy, their computers skills, internet connection and also the topic that we are working on. If we think about a project work, considering that students will have to make some research and produce a paper on the subject, I would probably have 1 asynchronous moment right at the beginning when students would learn about their assignment (topic, rules, deadline...) then we would have 1 synchronous moment so that students would present their doubts, ask for help/ guidance or further information and then 1 asynchronous moment for them to produce their work and post it according to the deadline given. Of course I'm thinking about a small project and I'm considering the number of classes I have in a week (3 x 45'). The balance between the synchronous and the asynchronous moments is very important: on the one hand we don't want our students to feel lost and alone and some of them may need more support and on the other hand we want them to become more independent sand resourceful.

Klaus, DK

klin8 — 2021-04-20 20:36:20 UTC

Variation is important for the overall experience of the blended learning effort. The synchronous activies should drive the asynchronic activities to helt motivate student work.

Regina,Croatia

regina_vukasovic — 2021-04-20 22:28:28 UTC

There are a lot of parameters that I have to think about before I make a decision. It strongly depends on the topic that is the subject of the research. considering that these are new ways of learning, that students are slowly getting used to them, so maybe we should weigh half and half.

Ana Barroso, Portugal

2021-04-20 23:38:39 UTC

I suppose it depends on several factors, including age a well as autonomy and the task they have to accomplish. It is always important that students understand very well what is expected of them and what are the activitities that are nost suitable for them. The ideal situation would be that the balance was possible for every student but i suppose it is also important to have a balance in thevdifferent subjects and teachers nust always think and discuss with other teachers as well. Furthermore, in order to develop interdisciplinary work as well as collaborative work it is important to see the big picture and not only think of planning activities separetely

Glyka,Greece

glyka350 — 2021-04-21 04:34:15 UTC

There is a need for ballance undoubtedly, but I sure think that age, electonic devices and sometimes the general mood of class can play a major role in the structuring of the lesson plan.

Elsa Lopes, Portugal

CNSA_elsalopes — 2021-04-21 08:34:18 UTC

I think that it varies according to the school year of the students. In primary school students are less authonomous so they need more synchronous activities; it also depends on the electronic devices they have. We also need to consider the topic or subject they are learning, some are easier than others.

Ungureanu Andreea, Romania

2021-04-21 08:38:32 UTC

Activities must be balanced in synchronous or asynchrouns

Mariella, Italy

comeniuspro2003 — 2021-04-21 08:50:31 UTC

It depends on the task which is assigned and on the age of the students and familiarity with digital tools.

Vassiliki Giouli,Greece

giviki — 2021-04-21 11:57:34 UTC

The right blend is surelly a challenging work to do in order to have the right balance. I don't think that there is a secret formula we should take into account many factors especially our student's learning profile and the content as well.

SALEH BARAHMEH /JORDAN

2021-04-21 12:58:27 UTC

It is generally based on the learning content, students' skills, and level of knowledge.

Raluca Stroescu,Romania

raluska — 2021-04-21 13:47:37 UTC

I believe that a balanced approach to synchronous / asynchronous learning is beneficial to students.
The structuring of the lesson should also include various applications through which the notions can be taught in a more attractive way for students.

Cristina, Spain

2021-04-21 16:20:57 UTC

If borht types of activities should be balances since we may risk to loose the interest of our students by giving them too much of something and little of the other

Violeta, Greece

letapita307 — 2021-04-21 16:43:42 UTC

During lockdown asynchronous activities should outnumber synchronous ones, provided that factors such as maturity of the students are taken into account. On the other hand, during the periods that schools are open, we should make the most of the physical presence of teacher and students in real class and asynchronous activities should come as ancillary to those done in the real class setting.

Isabel Pereira, Portugal

mcpisabel — 2021-04-21 17:05:14 UTC

Asynchronous activities seem to be a little like homework, but feel different. Whereas the word “homework” may often be felt a little heavy, “asynchronous activities” feel more of a constructive behaviour towards a goal that makes you give the required steps to keep up the learning.

I think blending synchronous and asynchronous activities requires a good amount of reflection and practice (as any pedagogical good practice), and may serve a certain purpose much better than just the one kind version (all synchronous or all asynchronous). Well planned, it will ease the way onto learning autonomy and the possibility of a more effective time management for everyone involved.

There is no formula for how much of each one, but the right balance is clearer after taking into account several factors:

- how old are the students?

- are students ready for asynchronous activities either at home or at school?

- is the teacher familiar with the tools that will contribute more to the completion of asynchronous activities?

- are students clear about their role(s)?, have they done this before?

- …

GEORGIANA, ROMANIA

2021-04-21 17:24:05 UTC

We need to have a good balance in everything we do and ask the students to do, have a good choice of assignments otherwise we risk to loose the students' interest.

Zsuzsanna Rupics, Romania

zsuzsannarupics — 2021-04-21 17:37:41 UTC

It depends on many things. It depends on the subject. For example, new knowledge from mathematics needs to be presented with synchronous teaching. Literature and history classes can also be started with asynchronous teaching. In elementary classes, asynchronous teaching is difficult to solve. Parental help is needed. It is important to find the right balance.

Sofia Nikolarea, Greece

snikolarea33 — 2021-04-21 18:21:38 UTC

The amount of Synchronous and Asynchronous activities included in a learning design varies depending on the student group's ablities, struggles, general level of performance and even age.Time and available resources are also important in deciding what to do, when and how to do it. On the whole, however, it is important to keep balance.

Helder Santos, Portugal

helderroda — 2021-04-21 19:58:04 UTC

I think there should be a balance between the two types of activities. Each teacher must decide the synchronous and asynchronous time taking into account the specificity of their class and the content they want to work on. The teacher has to consider the age of the students, the level of education, the type of computer equipment they have. There are many factors to consider.

Anabela Lopes, PORTUGAL

2021-04-21 21:04:37 UTC

Many factors should be taken into account when trying tobalance synchronous and asynchronous activities:
- age
- level of autonomy
- subject
- level of complexity of the content you want them to learn;
- previous skills already aquired
-....

rabaa okour

rokour1 — 2021-04-22 00:12:58 UTC

The nature of the content, the type of tasks, the manner of participation, the response, and the purpose of learning

VIORICA, ROMANIA,

2021-04-22 08:09:32 UTC

We need to balance the synchronous and asynchronous activities taking in to account students' age, subject, level of autonomy, digital competences, other skills acquired, the complexity of the topic.

Angela, Italy

angelaalastra1 — 2021-04-22 13:28:17 UTC

In my opinion the teacher needs to balance the synchronous and asynchronous activities taking in to account many factors:
the topic, the level of difficulty of the task, students' digital competences, students' autonomy...

Martina, Croatia

martajerkovic1 — 2021-04-22 19:15:20 UTC

Teachers should assess themselves according to their knowledge of the topic of content and exercises for which the adoption in right time is synchronous and asynchronous learning including all necesarry factors.

Clara, Portugal

claraabegao — 2021-04-22 19:47:30 UTC

We must take into account students' attention span and screen fatigue, which varies greatly depending on the ages, learning styles and rhythms of different classes / students, particularly if they are students with learning needs.

ipek DEMİRCİ /TURKEY

alperdemirci4 — 2021-04-23 10:40:12 UTC

It depends on the task which is assigned and on the age of the students and familiarity with digital tools.

Ioana, Romania

ioana6333 — 2021-04-23 16:11:59 UTC

Whether the distance learning environment is synchronous or asynchronous, the teacher's goal continues to be strong, even in an online course. A teacher who relies on synchronous, asynchronous approaches or a combination of communication approaches must communicate clearly, frequently and effectively so that students can make the most of the educational experience.

Christina, Greece

2021-04-23 20:06:42 UTC

It depends on several factors such as the learning content, students' skills, level of knowledge, parents' support..

Prakhar, India

2021-04-23 22:40:27 UTC

In Mutual Funds Industry, it is more of asynchronous learning once you have acquired all the required skills which is to be learn or taken offline or synchronously.
As in this case, there is much more need to remain updated with daily ups and downs of company performance and then analysing on that, the future prospects of whether investing or not investing in those companies.

Samah, Jordan

2021-04-23 23:32:58 UTC

it depends on the age of studets, the older they are the less synchronous activities we can implement.
it also depend on the lesson or the content. overall, i think asynchronous activities over-number the synchronous ones

ManalShammout

manalsh945 — 2021-04-24 01:56:33 UTC

Depend on the subject of lesson and age group for students and the extent of student response to individual and cooperative work within school and in their homes and depend on the availability of technology

Angela (Italy)

2021-04-24 08:38:07 UTC

It depends on several factors, but a right balance between them is necessary.

Vasiliki, Greece

2021-04-24 09:23:56 UTC

It depends on the age of the children , the children's familiarization with technologie, how much parents could help children with tools. I think the older the children are the more asychronous activities could have because the are more self-motivated and guided.

Alina Victoria Mazilu, Romania

alinamazi1979 — 2021-04-24 09:34:58 UTC

I think there must be a balance between synchronous and asynchronous activities. Each type of activity has its purpose.

Lia, Greece

2021-04-24 10:09:28 UTC

Synchronous and asynchronous activities should be balanced based on the subject matter, the age of the students and the dynamics of each class.

Aikaterini Tzouma

katzouma — 2021-04-24 10:41:39 UTC

I believe that there should be a balance between the two. However, it seems hard imagining young learners in front of a screen for a great deal of time. We should take into consideration the age, the time to be devoted both by parents and students on activities, the level of competency as well as that of their autonomy. Additionally, the nature of the topic, the activities and how competent they are in using digital tools or function in asynchronous modes of communication.

Ivana, Croatia

2021-04-24 12:56:50 UTC

I agree with my colleagues who say that there should be a balance between the two, but it laso depends on the content and students' age. We also have to take their independence level into consideration.

Maria Tigka, Thessaloniki, Greece

2021-04-24 14:50:18 UTC

Synchronous and asynchronous activities should be balanced based on the subject matter, the age of the students and the dynamics of each class.

Charoula, Greece

charoulatsigka — 2021-04-24 15:54:34 UTC

There isn't a correct answer. I believe that it has to do with every class, the different ages and the type of the activities and the subject. It also has to do with the student's technological abilities

Rula bsoul, Jordan

2021-04-24 19:43:23 UTC

there isn't a fix number , it depends on the aims of the lesson or activity, but I think there is equilibrium between the synchronous and the asynchronous engagement.
also it depends on the learners, their age, skills, circumstances, ...

Liuba, Republic Of Moldova

2021-04-24 20:46:16 UTC

In the methodology for organizing the distance learning process, teachers are recommended that the lesson be structured as follows: 15 synchronous minutes and 30 asynchronous minutes. But sometimes it is difficult to follow this report because some topics are harder for students to understand, and then a more detailed explanation is needed that takes more time. Also, this ratio cannot be maintained, due to the diversity of the student class contingent. Likewise, when organizing a lesson, we take into account the technical possibilities of most students.

Georgia T., Greece

georgiatsirigot — 2021-04-24 21:38:46 UTC

Asynchonous activities are thought as homework so they cannot exceed much more the synchronous meetings, at least atn the initial steps. It may be more time consuming when come to the final presentation of the investigation so it is crucial the work to be shared among the members of the group.

Jose Luis García de Diego (Spain)

jlgarciadi — 2021-04-24 23:05:22 UTC

Lesson should be start with a synchonous activities, later individual homework Asynchonous, next day they put in common the results in small groups with additional group goals. At the end synchonous final results with the whole class.

Şükran Kocabey Tiryaki,TURKEY

inlinewiththescientists — 2021-04-24 23:37:34 UTC

How much space should be allocated for synchronized and asynchronous activities or whether a balance should be achieved actually depends entirely on the subject of the lesson. Sometimes one can outweigh the other. Because the subject requires structuring the course in this way.

inlinewiththescientists — 2021-04-24 23:39:53 UTC

I agree, and even the topic of the lesson and how it is structured can be a factor that determines this distribution.

Jorge L., Portugal

jorgelameiras2014 — 2021-04-25 01:13:46 UTC

I think that one of the advantages of blended learning is precisely its flexibility, the possibility to adapt to different situations and contexts. As so, I think we cannot define an exact measure of synchronicity and asynchronicity. Being “blended” it is just supposed that both alternatives being present.

Working with adults, some factors taking into account when deciding the right balance are adults’ home access to digital resources and technology, their digital competences at the beginning of the learning process, their learning management skills (considering how long have they been far from school and training) and their capacity to manage time (considering professional context).

Angy, Greece

2021-04-25 10:59:15 UTC

I believe that two important factors to take into account are: age and students' needs. Every class is unique with different needs, preferences and abilities.

Serpil, Turkey

serpilsut — 2021-04-25 11:51:33 UTC

Television is an early tool for synchronous learning. Right now during the COVID-19 pandemic, Turkish Ministry of Education preparesTv programmes to educate students in rural .

Lucy, Portugal

2021-04-25 14:22:06 UTC

In one sense, it's not up to us, yet. We cannot choose how much time to spend at school and how much to spend at home. Right now, the asynchronous time (meaning at home) can't be too much because students need time for themselves.
What we can do is use some of the school time to give them the flexibility to work on whatever they need to do or haven't finished yet. Positive aspects: teacher feedback is there and in real time, so students feel supported; students who don't have easy access to the internet or computers can use the school material. Negative: students still spend too much time at school, when they could be at home, or with family.

Filippos, Greece

pgiannakas — 2021-04-25 15:54:23 UTC

Certainly, it depends on various factors and the final outcome we intend to produce. For example, the age of the children, the type of the assignment, the time and place the activities are needed to be accomplished, etc.

piergiovanni, Italy

2021-04-25 16:12:35 UTC

planning the distance learning process, the lesson must be structured as follows: 15 minutes synchronous and 30 minutes asynchronous. it is difficult to follow planning as some topics take longer

Katerina T, Greece

2021-04-25 18:35:34 UTC

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.

Fotini Greece

foka35 — 2021-04-25 19:12:17 UTC

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

Daniela Leone IC21 bologna

leone_daniela — 2021-04-25 19:26:36 UTC

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.

Arwa Abuasad, Jordan

9832045859 — 2021-04-25 20:51:33 UTC

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

Maryam , Jordan

2021-04-25 21:10:26 UTC

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

Aggeliki, Kryoneri Greece

aggelikibabatsikou — 2021-04-25 21:50:39 UTC

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.

Nikie, Greece

nikiekefa — 2021-04-25 21:57:07 UTC

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.

Manal Qatash

mqatash2018 — 2021-04-26 08:02:22 UTC

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

Vlatka, Croatia

2021-04-26 08:20:21 UTC

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.

Lucia, Slovakia

skolskepracessos — 2021-04-26 09:02:44 UTC

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.

Luísa Guerreiro, Portugal

2021-04-26 10:28:48 UTC

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.

Sohila Alqashi, Jordan.

sohilaqashi — 2021-04-26 10:31:16 UTC

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

Vesile,Turkey

usluvesile3 — 2021-04-26 13:27:28 UTC

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

Grozdena Chalakova, Bulgaria

2021-04-26 13:31:53 UTC

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

Hana Haimour, Jordan

haymourhana — 2021-04-26 13:46:26 UTC

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.

Hara, Athens GR

xpanop60 — 2021-04-26 17:32:16 UTC

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.

Cristina, Ramirez

cramirezq25 — 2021-04-26 20:32:20 UTC

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.

Rafat Albatran, Jordan

rrafbat84 — 2021-04-26 22:36:17 UTC

it depends on their age

Maria Portugal

2021-04-27 03:55:38 UTC

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

Efi, Greece

2021-04-27 08:04:28 UTC

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.

AYŞE, TURKEY

zbflozcanayse1 — 2021-04-27 10:19:35 UTC

It depends on thier age and interest

Pedro Peixoto - Portugal

geografianaserpapinto1 — 2021-04-27 10:37:04 UTC

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.

Helen L., Greece

hliakou — 2021-04-27 14:01:09 UTC

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.

Marcela U. - Romania

marcyro — 2021-04-27 14:39:04 UTC

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.

Lassalete silva, Portugal

2021-04-27 15:11:29 UTC

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.

ΜΑRKOS HELLAS GREECE

mahristod — 2021-04-27 17:10:56 UTC

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

Nina, Croatia

2021-04-27 17:17:19 UTC

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

Sandra Melro, Portugal

sandraipmelro — 2021-04-27 19:27:21 UTC

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

Sandra, Croatia

2021-04-27 21:23:54 UTC

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

Dora, Greece

kalliora — 2021-04-28 09:09:03 UTC

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.

Chiara D (Italy Mantova)

2021-04-28 12:00:35 UTC

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

Niki P., Greece

nikiparas74 — 2021-04-28 12:13:27 UTC

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.

Isabel Caetano (Portugal)

2021-04-28 15:11:52 UTC

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.

Urška, Slovenia

urska_klec1 — 2021-04-28 16:34:40 UTC

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

Tassos/Greece

tasosmak1974 — 2021-04-29 07:34:13 UTC

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.

Panagiota Karamouzi, Greece

2021-04-29 09:43:12 UTC

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

Gamze Siper/Turkey

gamzesiper — 2021-04-29 13:23:32 UTC

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

Nena Greece

nena_evangelinou — 2021-04-29 15:04:12 UTC

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

Nicoletta, Italy

nicolettagiardini — 2021-04-29 16:42:17 UTC

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.

RENA K.Greece

rkaratzo — 2021-04-29 18:18:31 UTC

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

Hana Mohammed, Jordan

2021-04-29 22:14:34 UTC

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

Alaa abu yabes-Jordan

alaaabuyabes16 — 2021-04-30 12:12:23 UTC

I think both of them complete to other.

ruqaya jordan

rkhawaldah7 — 2021-04-30 12:41:03 UTC

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

Topic

Paulo Ribeiro, Portugal

PauloRibeiro — 2021-04-30 14:16:43 UTC

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.

Aybuke;Turkey

etwininng — 2021-04-30 19:13:08 UTC

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.

Asma / Jordan

2021-04-30 20:48:49 UTC

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

Euaggelia ,Greece

2021-04-30 22:14:21 UTC

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

Elita, Latvia

ElitaRacina — 2021-05-01 14:43:40 UTC

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).

Mª João Costa, Portugal

maria_joao_costa — 2021-05-01 15:52:18 UTC

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.

Teresa Cruz Pinho, Portugal

turma61dt — 2021-05-01 15:53:26 UTC

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

Katerina, Thessaloniki

2021-05-02 06:52:06 UTC

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.

Zlata Hrženjak, Croatia

zhrzenjak — 2021-05-02 07:29:16 UTC

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

Robert Moyer

2021-05-02 09:46:12 UTC

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.

Vasiliki Dogani, Greece

2021-05-02 10:57:08 UTC

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

Sara

aimatchalnd — 2021-05-02 14:37:43 UTC

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

Adriana Laze Albania

adrianalaze — 2021-05-02 14:40:15 UTC

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 .

Ludmila, Moldova

2021-05-02 15:38:39 UTC

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.

Sudhira, Sri Lanka

2021-05-02 15:44:40 UTC

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.

Enas Salah /Jordan

missenas — 2021-05-02 21:58:23 UTC

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

ok

2021-05-03 06:45:51 UTC

SOFIA GREECE

2021-05-03 13:29:56 UTC

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

Eleftheria, Greece

elnierko — 2021-05-03 14:07:32 UTC

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.

Cláudia Santos

be_essmm — 2021-05-03 14:36:04 UTC

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.

Igor Guțu, Moldova

ygory1 — 2021-05-03 14:53:25 UTC

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.

Vicky Z , Greece

vikizoidou — 2021-05-03 15:28:51 UTC

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.

Adela Muresan

adelagabrielamuresan — 2021-05-03 16:00:33 UTC

There must be a balance between synchronous and asynchronous activities.

Factors Determining the Balance of Synchronous and Asynchronous Learning

2021-05-03 18:57:09 UTC

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]

Emília Lopes, Portugal

emiliaslopes — 2021-05-03 20:15:45 UTC

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

Esra Bilgin Turkey

esra_bilginn — 2021-05-03 23:17:31 UTC

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.

Burçin / TURKEY

bozturkelt — 2021-05-04 01:48:46 UTC

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

Cerasela, Romania

ceraselamarleneanu — 2021-05-04 07:29:09 UTC

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.

Dijana, Croatia

dijana_sprem — 2021-05-04 08:58:22 UTC

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.

Patrcija, Croatia

patricija2008 — 2021-05-04 14:22:52 UTC

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

Cristina Moldoveanu, Romania

2021-05-04 15:41:26 UTC

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.

Mariagle; Italy

marieclairepizzi — 2021-05-04 17:06:10 UTC

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.

Daniela Onita, Romania

2021-05-04 20:42:49 UTC

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.

Karela Georgia, Greece

2021-05-04 23:44:02 UTC

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

Maria Ferreira, Portugal

f467 — 2021-05-05 00:09:48 UTC

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.

hanan shikerat

hananalshoubaki — 2021-05-05 10:59:24 UTC

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

Avelino Oliveira, portugal

f5681 — 2021-05-05 12:50:15 UTC

Synchronous activity to explain what is expected for the asynchronous activity

Ayşegül Ümmühan Şan/Türkiye

2021-05-05 13:19:40 UTC

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.

Vana, Greece

vanaarvaniti — 2021-05-05 21:53:32 UTC

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!

Maria Bargouli; Greece

bargouli — 2021-05-05 22:09:07 UTC

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).

Gisela Firmino, Portugal

f15242 — 2021-05-06 14:17:24 UTC

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

Yvonne, Mexico

2021-05-07 15:52:22 UTC

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

Özlem Doğru / Yozgat

2021-05-08 07:10:28 UTC

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

TUBA GÜLER

2021-05-08 20:25:47 UTC

Cláudia Sousa, Portugal

claudiamssousa13 — 2021-05-09 10:21:05 UTC

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.

Mihaela, Romania

mihaelaotelea49 — 2021-05-09 10:25:29 UTC

There must be a balance between synchronous and asynchronous activities.

Abel Cruz - Portugal

reCortes — 2021-05-09 11:41:04 UTC

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.

Martina, Croatia

2021-05-10 02:05:59 UTC

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.

Sunčana, Croatia

2021-05-10 09:27:22 UTC

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

Stefania,Italia

s_melley — 2021-05-10 14:35:03 UTC

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

Helen, Greece

epapanast — 2021-05-10 17:17:28 UTC

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.

Yaprak Hazman, Turkey

yaprak88 — 2021-05-10 19:46:21 UTC

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

naela taamneh /Jordan

naelataamneh1980 — 2021-05-17 14:19:30 UTC

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

Arfanis Alexios

alexiosarfanis — 2021-05-18 07:55:59 UTC

Synchronous and asynchronous activities completes each other.

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.

2021-05-19 18:38:44 UTC

Eman bani salman

2021-05-20 22:11:58 UTC

both important and fexiblity
And development students

Georgeta

2021-12-06 16:16:38 UTC

Synchronous and asynchronous activities completes each other.