Colorado State University: Asynchronous Learning

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Colorado State University Global Campus (CSU-Global) offers students the opportunity to earn their degree online employing asynchronous interactions between students and professors. Asynchronous learning affords a learner a flexible learning environment (Simandan, 2010). There are several advantages to this type of learning; students can take the time to think about information, processing their thoughts before they respond, students do not have to meet at a specific time to take part in the learning process, and students are not confronted with the pressure of social settings (Simandan, 2010). This paper will evaluate asynchronous interactions associated with learning at CSU-Global.
Assignments
Asynchronous learning does not need to occur in real time or in same time for both the student and learner (Driscoll, 2002). This point is highly important to students who work full-time, have families, or other obligations that require flexibility with their learning opportunities. From experience, CSU Global assignments are generally asynchronous. The assignments typically include deadlines that the objectives need to be completed by, but students are not required to tune in at any specific time other than reaching the submission deadline. The majority of assignments have been critical assessments of the information assigned for the week. Assignments on rare occasions have included reflective thoughts about past experiences related to the material and direct attention to relevant material that adult learners desire from their learning experience (Driscoll, 2002).
CSU however, does not allow students to control at what order they submit assignments for the course nor in the majority of cases do students see a great deal of ...

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...nstructors, but they will find equality and encouragement in their learning environment at CSU. This can present a challenge to students who need faculty references or additional assistance, but knowing they control a great deal of the learning process can help to make up for any cons of asynchronous learning at CSU.

Works Cited

Driscoll, M. (2002). Web-based training (2nd ed.). San Francisco, CA: John Wiley & Sons.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: John Wiley & Sons.
Simandan, V. M. (2010). Asynchronous vs. synchronous interaction in education. Retrieved from http://www.simandan.com/?p=682
Vonderwell, S., Laing, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research Technology in Education, 39(3), 309-328.

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