Online Education Delivery Modelis: The Asynchronous Model

Online Education Delivery Modelis: The Asynchronous Model

Online Education Delivery Modelis: The Asynchronous Model

Even before the coronavirus pandemic reared its ugly head and changed life as we know it, distance learning was on its way to becoming one of the standard forms of instruction for American students at all levels of education, with a significant impact already occurring at the secondary level. Colleges are making distance classes available, and graduate programs, such as law, have followed suit as well.

Distance learning goes beyond for-profit and entry-level colleges as some of the nation’s most prestigious universities, such as Stanford, UC Berkeley, and MIT have implemented distance learning programs. The “asynchronous” learning model, in the words of the Working Group for Distance Learning in Legal Education “. . . untethers the pedagogy from the necessities of being “all together” with an instructor at the same time.”

An online education model that is asynchronous may be characterized as “out of sync.” Unlike the synchronous model, it escapes the rigidity of traditional classroom-based learning. In an asynchronous online education model, work may be done at the student’s convenience since course material is never presented live. Students may access materials at any time of day or night.

The California Desert Trial Academy (CDTA) provides a wide variety of tools that may be employed in asynchronous systems. The California Desert Trial Academy’s Student Portal gives students access to classes and other online resources 24 hours a day, seven days a week. The tools utilized by the CDTA and asynchronous learning models allow knowledge assimilation at the student’s convenience.

And this is the strength of the asynchronous model – it allows students the flexibility to access educational resources at those times when it is most convenient for them to learn. Thus, asynchronous online educational models are often more accessible to working professionals, people with responsibilities that extend beyond their education, and individuals who are located in remote, distant areas. Unlike high-quality synchronous programs that require relatively advanced standards of technology and connectivity, schools may design asynchronous programs for low-connectivity areas with inexpensive computing resources.

Asynchronous learning further extends the reach of educational opportunities for all. It often provides better results for non-native English speakers since it allows students to replay, assimilate, and process the materials, as well as edit responses. It is important to note that asynchronous programs are not passive or self-paced programs. Most schools with developed asynchronous programs report high interactivity and often very short deadlines for activities and assignments. A 24-hour deadline for a paper, post, or response is not uncommon.

Asynchronous online education models may vary widely. The design of an asynchronous program is critical to a successful program. Because the program allows each participant to tailor learning to his or her schedule, careful attention to design and detail is critical from the outset and must be maintained diligently over the execution of the program.

The California Desert Trial Academy (CDTA) is a 21st Century law school tailored to meet the needs of working people. Any lawyer must study and know the law. We believe that practical experience in tandem with legal knowledge is the best road to a successful, rewarding, and prosperous legal career. At CDTA, we train, educate, and develop students to be exceptional attorneys and trial advocates. Call us today at (760) 342-0900 or find out more online here.