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  • Getting Started with Online and Blended Learning

    There are many differences between face to face learning and online or blended learning so usually it does not make sense to try to take what you do in the regular face to face classroom and just put it online. That being said, there are some aspects of getting started and classroom operations that are similar and sometimes it is easier to get started when you think about things you are already comfortable doing. The document below outlines things that a face to face (f2f) teacher might do the first week of school and compares this to what and online or blended learning teacher might do. It includes things such as classroom set up, class rules and expectations, and materials distribution. The document also addresses some ongoing operational aspects of running a classroom such as taking attendance, motivating students, leading cooperative learning activities, and assessment. Additional resources are linked in the document. Check it out!

  • Online Teaching: Synchronous or Asynchronous?

    When converting to online or distance learning, one of the first decisions you will have to make is whether to offer learning synchronously or asynchronously. Synchronous learning is learning that is happening in real time. Methods of synchronous learning include videoconferencing, teleconferencing, live streaming or live chatting. Some people may naturally gravitate toward synchronous learning because it is most similar to face to face learning. Synchronous learning does offer certain benefits which include the ability to experience immediate personal interactions and connections as well as the ability to provide and receive immediate feedback. There are disadvantages to synchronous learning too, however. One disadvantage is dealing with all aspects of the technology in a live setting. You will have to mute and unmute students to allow their participation. Some of their cameras won’t work. Often, they get bumped off so you have people coming and going as you are interacting. Bandwidth can also be an issue. Additionally, synchronous learning does not allow for flexibility in scheduling. If you teach in higher education or you work for a boarding school, remember that some of your students are now in different time zones. Do they really need to get up a 5am to listen to your online lecture live? Remember too, that some families may have only one computing device and multiple school aged children with parents now working from home. This can make scheduling many synchronous sessions difficult. Asynchronous means “not keeping time together” which means that students can learn on their own time, in their own place. Asynchronous learning might include self-guided lesson modules, streaming video content, virtual libraries, posted lecture notes, or exchanges across online discussion boards or social media. One advantage of asynchronous learning is flexibility. If students are sharing a computer with several family members, they can complete their work on their own time. An additional advantage is pacing. If students are working on their own, they can work at their own pace. If they need more time to read and complete an assignment, they can have it. If they need to stop and rewind a video to take notes or process information, they can do this without slowing anyone else down. Students who work more quickly may also be able to master more content in a shorter period of time, or in more depth. Some potential downsides of asynchronous learning include isolation and a risk of apathy. Sometimes working in the asynchronous environment can be lonely. (There are numerous ways to promote collaboration in an asynchronous environment. More on this to come). Some students may not have developed the self-regulation skills to complete work independently over long periods of time. As you develop online or distance learning courses, it is important to give some thought to which learning is best completed synchronously vs. asynchronously and to be intentional about your decision-making. It might be beneficial to include some of each in your course to meet the needs of a variety of learners. One advantage of the pandemic's disruption of school is that it affords teachers the opportunity to rethink aspects of teaching and learning to best support and engage students.

  • The 7C's of Effective Communication

    As many teachers, faculty members, and education leaders move to distance learning as we are social distancing, effective communication is paramount. Communicating in the online environment can be particularly challenging because you cannot hear tome or see body language. Effective communication practices lead to a more effective learning process. To communicate effectively, it is helpful to keep in mind the 7C’s of communication developed by Cutlip and Center (1952) in Effective Public Relations. According to the 7C’s, communication needs to be: 1. Clear 2. Concise 3. Concrete 4. Correct 5. Coherent 6. Complete 7. Courteous 1. Be Clear When communicating, you need to be clear about your goal or message. What is your purpose in communicating with this person? If you are unsure, then your audience won't be sure either. To improve clarity, try to minimize the number of ideas in each sentence. Make sure that it is easy for your reader to understand your meaning. Bad Example: Dear Sally Student, I wanted to send you a quick note about your assignment. There were some problems with your work. I’d like to talk to you more when you have time. Your Teacher To which assignment are you referring? It is not clear. What exactly is wrong with the work? Again, it is not clear here. How urgent is it that you speak and what will be the nature of the conversation? It is not clear from this communication. Better Example: Dear Sally Student, On assignment 1.5, you neglected to cite your sources for your evidence and some of the evidence does not appear to align with your thesis. I’d like to speak with you on Monday to develop a plan for your revision and resubmission of this work. Your Teacher In this communication, we know which assignment is at issue and exactly what the concerns are with regard to the student work. We know when the teacher wants to meet and for what purpose. 2. Be Concise When you're concise in your communication, you stick to the point and keep it brief. Don’t take 6 sentences to say what can be said in one. Do not repeat your point several times in different ways. Remove unnecessary qualifying words. Bad Example Dear Parents, I am really excited to start this new unit with your students. This new unit will cover ancient Greece. Students will learn many aspects of ancient Greece. I am looking forward to working with you on the ancient Greek unit. There are many assignments in this unit where parents can assist their students. Ancient Greece is a very interesting topic. I think your students will very much enjoy this new unit. Don’t you? Do not hesitate to contact me if you have any questions about the ancient Greek unit and its many interesting topics. This is too repetitive and uses too many qualifying words, i.e. “really” and “very” that are not necessary. Better Example: Dear Parents, We are starting an exciting new unit on ancient Greece and there are many opportunities for you to support your students including the development of a Greek play, an analysis of Greek mythology, and an architectural study. Please contact me if you have any questions. Your Teacher 3. Be Concrete Your audience should have a clear picture of what you are telling them. Avoid too much educational jargon and vague terminology. Bad Example: Distance Learning: Contact your teacher if you need accommodations. This is general and abstract. People may not know what you mean by accommodations. Better Example: Is your child having trouble with distance learning? Is the work too hard and the pace too fast or the work too easy and the pace too slow? Please reach out to me so that I can better support your student. This is a little bit more specific and concrete because it is referring to their specific child. *** Note: All online postings should be accessible to all learners. More on this in another post. 4. Be Correct Make sure that your communication is free from errors and that the language and technical terminology is appropriate for your audience. Bad Example: Dear Studants, You must be chicking in and working on the computirs every day during this perios of distance learning. Sincerely Teacher This communication is filled with errors. Use the spell and grammar check before sending any communication. Better Example: Dear Students, I would like to invite you to check in to our online course daily for news, assignments, and feedback throughout this period of distance learning. I am here if you need assistance. 5. Be Coherent A coherent communication is one in which all points are connected to the main topic and the tone and flow are consistent. Bad Example: Dear Parent, I wanted to reach out to you to let you know that your child is missing several assignments. Also his behavior online is becoming disruptive. This will not be allowed to continue. Also, I wanted to remind you that we are having our student presentations Friday and we are inviting all parents to log in to see the kids present. I am also looking for a few parent volunteers to help facilitate in the online classroom. Let me know if you are interested. Thank you, Teacher This email contains too many different topics. The missing assignments should be its own communication. Which assignments it the student missing and how do you want the parents to help? Can the student still turn the assignments in? The students’ behavior should be addressed separately. This might be better addressed in a phone call. What is the child doing? What steps have you taken already to address the behaviors? What were the results? What will be the next steps according to the school’s discipline policy? How do you want the parent to support you? Finally, the student presentations should be addressed separately. This should be sent as an invitation to all of the parents with a request for parent volunteers. Better Example: Dear Parent, You child is falling behind on his assignments. Lessons 3.1, 3.2, and 3.3 are overdue. Please talk to your child about completing these assignments as soon as possible. It might be helpful to set aside some designated time for your student to work on these lessons. Please know that I will be available online this week on Tuesday and Wednesday at 2:00 pm if there are portions of the assignments that he does not understand or with which he needs some additional assistance. Working together, we can help your child to be successful. Thank you, Teacher Behavior Issue: Phone Call Student Presentations: Dear Parents, I am excited to announce that we will be holding our first annual online symposium in which students will be sharing their culminating projects for the unit. We would like invite you to attend this event next Friday from 1-3pm online. The students are excited to share with you what they have learned. I am also looking for a few volunteers who could help the facilitation of the online classroom. If you are interested and available, please respond to this email. We look forward to seeing you next week! Teacher 6. Be Complete A complete communication has everything your audience needs to be informed and to take action. Be sure to include all relevant names, dates, and locations. Bad Example: Dear Parent, Guidance Counselor, and School Administrator, I just wanted to remind you about the important meeting we have tomorrow to address a student concern. Thank you, Teacher This communication is incomplete. What meeting? For which student? What is the exact time and location of the meeting? Better Example: Dear Parent, Guidance Counselor, and School Administrator, I just wanted to remind you that we are meeting tomorrow at 2pm in my online conference room (include online conference information) to discuss opportunities for advanced learning for Suzie Student. I am looking forward to speaking to everyone tomorrow. Thank you, Teacher 7. Be Courteous Courteous communications are friendly, open, and honest. They take into consideration the thoughts, feelings, and perspectives of others. Bad Example: Dear School Administrator, I wanted to let you know that I don’t appreciate the fact that we had to put all of our courses online without any time to prepare or any training. Why wasn’t there an emergency plan in place before we had an emergency? I don’t feel as though I am being fairly treated. You don’t appreciate all of the hard work that we teachers do and we are always being asked to do more. Sincerely Teacher While some of your frustration may be understandable, this is not at all courteous or appropriate and may get you in trouble with your supervisor. There are more courteous and constructive approaches to this problem. Better Example: Dear School Administrator, I was hoping that we could set up a time to meet online this week to share some specific questions and concerns that some of the teachers have related to distance learning. I think that if we work together to brainstorm solutions and can leverage some of our internal expertise, we might be able to improve the experience for all. Would Monday afternoon work for you? Sincerely, Teacher Practicing effective communication can improve the learning experience for students as well as enhance your relationships with students, families, and colleagues. Get started by using the 7Cs.

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  • TEACHING | MElizabethazukas

    TEACHING PHILOSOPHY Button to access student reviews and comments, which are located at the bottom of this page. See what my students have to say... I believe that thinking about learning begins and ends with the experience of students—what they bring to class, what they engage in the course and what skills, knowledge and values they carry with them thereafter. The center of my teaching philosophy is students. ​ The lifeworld of students is an important beginning in any pedagogical process. Where do they come from? What do they do? What do they think, believe and why? These questions open up insights about who students are and how they navigate the world. This inquiry also Student subjectivity, or how they think of themselves in terms of identity and positionality and the way that belonging to an identity category influences how one is received in the world, are two essential elements of understanding the lifeworld of students. From these insights I derive activities, texts and topics that will resonate differently with any group of students, thus creating a discursive space in the post-secondary classroom that invites multiple perspectives. then is not solely to connect the individual to the course material but to create a learning community within the social that is any classroom environment. And while I have arranged this understanding of identity as the first step in teaching, which it often is, the process of learning oneself through a course is ongoing throughout the experience. creates space for learning about the diverse experiences of students. The value of diversity ​ The second focus of my teaching philosophy is the . This element is congruent with the first as personalization necessarily involves who one is. The content of any course opens up By personalization I intend to create space for students to identify the questions and texts within an area of learning that are most resonant with their professional lives so that they can lead their own learning in consultation with me. Personalization is a central element of my scholarly profile and while I have enacted it at the K-12 level, I see it as even more crucial when engaging adult-learners given their maturity and wherewithal. Too, an important dimension of personalized learning at the university level is I introduce technological tools and invite students to introduce me and others to the same so that they will have the facility to use new tools and open up new learning. personalization of learning vistas for understanding a discourse community. strategic use of technology. ​ The final aspect of my teaching philosophy is how . The most important skill that I cultivate among students is These executive function skills are essential for educators and administrators of various kinds as it provides them with the capacity to continue learning beyond my course. I choose course contents, and invite students to pursue questions and materials similarly, that encourage the framing of questions, seeking of evidence and development of insights and interventions. My orientation actively seeks to bridge the theory-practice divide that exists between universities and primary/secondary education professionals. the contents of a course position learners to continue learning the ability to frame questions, seek data and information and draw practicable conclusions from the same. THESIS AND DISSERTATION ADVISEMENT Committee Chair, James Gonzales, East Stroudsburg University of Pennsylvania Committee Chair, Loretta Erdo, East Stroudsburg University of Pennsylvania Committee Chair, Robert Feltmann, East Stroudsburg University of Pennsylvania Committee Member Jolly Ramakrishan, East Stroudsburg University of Pennsylvania External Doctoral Committee Member, Daniel Pappa, Drew University COURSES TAUGHT Download PSED 161 Syllabus PSED 725 Critical Analysis of Issues and Innovations in Education PSED 798 Internship I and II Download PSED 703 Syllabus This course examines leading change, innovations and reform in education. Specific innovations and reforms will be examined and relationships between research, policy making, and implementation will be emphasized. This course is designed for the advanced graduate student who wishes to do independent research in special areas. Activities and projects are designed to meet the requirements for school leader certification. Download PSED 725 Syllabus Undergraduate Level PSED 161 Education Foundations PSED 421 Seminar in Secondary Education II: Teaching Secondary Students in Diverse, Inclusive Classrooms PSED 430 Student Teaching Middle Level PSED 431 Student Teaching High School Level This course presents education as a unique field of academic study and also as a professional vocation with varied career opportunities. Consideration is given to the American educational enterprise in terms of the social, historical, and philosophical context, with the persistent issues being treated as they relate to the contemporary scene. Students will examine the knowledge, skills, attitudes, and behaviors that are necessary to teach in a culturally and linguistically diverse and inclusive setting. Students will learn to respond to secondary students’ individual needs and apply appropriate evidence-based instructional and non-academic recommendations and interventions. The course requires a 30-hour field component in an inclusive classroom and also incorporates experiences with ELLs. This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 430 and 431 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the middle/junior high school. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and 4) students must have completed at least 24 semester hours of credit in the major field. This course is part of a guided teaching experience in the secondary schools which typically consists of PSED 430 and 431 for a full semester. This field experience is designed to provide the opportunity to demonstrate the competencies and understandings of the teaching/learning process in the senior high school. Prerequisites: 1) students must meet all requirements described under the Student Teaching section, 2) students must have approval of the adviser and department chair in the major field, 3) students must have the approval of the Department of Professional and Secondary Education, and, 4) students must have completed at least 24 semester hours of credit in the major field. Masters Level PSED 510 Teacher, School, and Community PSED 516 The Learner and the Learning Process PSED 521 Seminar in Secondary Education II Graduate Level PSED 590 Supervision of Instruction This course analyzes a wide spectrum of human relations within the broad area of basic education. Common professional problems are discussed. It also includes an examination of the values and beliefs of the community as related to the public school. A review of various views (humanistic, behavioral, cognitive) of the learner and learning theorists (Skinner, Rogers, Bruner, Piaget). Case studies of actual teaching learning problems are brought to the class by the participants for examination and discussion by the group. Students will examine the knowledge, skills, attitudes and behaviors that are necessary to teach in a culturally diverse and linguistically diverse and inclusive setting. Students will learn to respond to secondary student individual needs and apply appropriate evidence-based instructional and non-academic recommendations and interventions. This course requires a 30-hour field component in an inclusive classroom and incorporates experiences with English Language Learners. This course is an introduction to the theory and function of supervision in the modern public school system, K-12. Application of emerging concepts and principles of modern school supervision to practical situations in which administrators, supervisors, coordinators, and teachers are working are presented. Doctoral Level PSED 703 Leadership Application This course is designed to prepare doctoral students in leadership studies to develop and implement a field project that incorporates leadership and policy theories learned in previous courses. Various approaches and issues associated with design and implementation of a field project will be examined. Through and exploration of the literature, critique of theories, and direct hands-on exercises, students will be able to build competency in integrating leadership theories and research methods into their own field project. STUDENT COMMENTS My children, always tell me how annoying older students in a class. I didn't want to come off as a brown "noser," so I didn't complement you in front of all. But I do want you to know that, although this class was intense, I learned a lot and I really enjoyed it, especially the PD Plan, not because it was fun, but because it was relevant to my needs. Thank you for being very organized and proactive in explaining and posting the assignment early. Hi Dr Azukas, I just wanted to say “thank you” for a WONDERFUL class experience. I learned so much in just these four weeks. This was, by far, the most helpful and relevant class I have taken in the supervisory cert program. I learned so much practical information about group management and leadership styles and the observation and feedback process. ​ Thank you for how hard you worked to adapt this class to an online format and still make it so applicable and engaging. I looked forward to class each night and always felt like it was time well spent – you balanced lecture and clarification of important topics with real-world application and practice of skills, which helped us all to grow and understand the content that much better. I even (...kind of) enjoyed the group projects, and I’ve never said THAT before in my LIFE. I loved this class, I learned so much! Dr. Azukas was the very first professor I had when I came to ESU and she definitely set the bar high for the rest of my professors. Her passion and drive is contagious and pushes you to have the same intensity of passion! Her teaching style wasn’t based on teaching material purposed for passing a test like some professors; instead, she taught using a style that engaged us as students better and all class assignments and homework helped us move forward in our program. She keeps her lessons and activities current using different technologies and methods other than the traditional worksheet and paper test. Her teaching methods enhance critical thinking and the course content really makes you put into perspective your reason for wanting to enter the field. Taking Dr. Azukas’ class made me realize my passion for teaching and she helped shape and mold my teaching style when I was her TA. The experience was all-around career building and I’m grateful to have been taught by Dr. Azukas! Hello Dr. Azukas, I would first like to start this off by thanking you for being so kind even while I was falling behind. I've been struggling really hard with having to go back home for the semester and it truly helped bring up my spirits being able to attend your classes and be encouraged. Hi Dr. Azukas, Thanks again for your suggestions about what questions to focus on for my interview. I am so glad I asked you for your advice because they asked me about EVERYTHING that you mentioned. I was definitely more prepared for this interview than the last one! Thanks so much! I enjoyed the collaboration in this course. We were always communicating and working with our peers. I learned so much from the instructor, the readings,and my peers throughout this course Thank-you professor for helping me gain more knowledge in this course, this class definitely helped me get ahead along with making me want to help others.

  • EXPERIENCE | MElizabethazukas

    Download Academic Resume (PDF) EXPERIENCE EDUCATION December 2018 June 2010 May 1994 May 1991 Ed.D. Leadership and Innovation Arizona State University Licensure NJ Superintendent and Principal Certification NJEXCEL/Thomas Edison State University Thesis 1: “A Blueprint for Blended Learning Thesis 2: “Digital Badging for Professional Development” M.A.T. Secondary Education Social Science The College Of New Jersey B.A. Political Science The Pennsylvania State University HIGHER EDUCATION EXPERIENCE (August 2018 – present) Assistant Professor, Professional and Secondary Education, East Stroudsburg University East Stroudsburg, PA ​ (2000-2003) Clinical Supervisor, University of Central Florida Orlando, FL (2000-2003) Instructor, University of Central Florida Orlando, FL Serve as the Graduate Coordinator Serve as the Co-Coordinator of the National Board for Professional Teaching Program Instruct undergraduate, M.Ed. and Ed.D. program courses leading to teacher certification and/or administrator licensure in face to face, online, and blended formats Serve on the Teacher Education Council, Faculty Development and Research Committee, Entrepreneur Committee, and One Book One Campus Committee Conduct research in topics of significance to the education profession Received a Spring 2019 Faculty Research Grant Assisted interns with the development of lesson and unit plans in a variety of content areas including art, English, Math, Science, Social Studies, and Special Education. Acted as liaison between the off-campus participating school and the University. Conducted orientation sessions for supervising teachers and student teachers. Conducted observations of student interns in the field, implementing the Clinical Supervision Model. Conferred regularly during the semester with student teachers and offered encouragement, evaluated the effectiveness of their work, provided suggestions and materials, and promoted student growth in self-concept and self-evaluation. Taught SSE 3312, Teaching Social Studies in the Elementary School, and SSE 4361, Social Science Instructional Analysis, to undergraduate pre-service teachers. Developed online learning modules for special education and ELL students. EDUCATION LEADERSHIP EXPERIENCE (2008-Present) Education Consultant, Azukas Consulting Maplewood, NJ (2015-2018) Assistant Superintendent for Curriculum and Instruction, Cranford Public Schools (2011-2013) Director of Curriculum, Office of Innovation, New York City Department of Education New York, NY (2002-2008) Director of Curriculum, Principal/Instructional Leader, Teacher, The Florida Virtual School, Orlando, FL (2012-2015) Innovation Coordinator/Curriculum and Instruction Supervisor, Jefferson Township Public Schools, Oak Ridge, NJ Review, evaluate, and provide strategic direction regarding curriculum, student assessment, instructional design, accessibility, technological delivery, design processes, and change leadership and management for K-12 schools, colleges and universities, non-profits, and corporations. Assist with the development of performance appraisal tools and professional development for teachers and school leaders. Develop and advise on the implementation of personalized, competency-based, standards-aligned curriculum. Develop, deliver and evaluate online course content for students and professional development for online and blended learning Served as the professional development coordinator for the district, developing two intensive teacher learning cohorts on personal and blended learning. Facilitated the implementation of all district testing. Provided leadership and oversight of the curriculum design and review process. Supervised the content area supervisors and instructional coaches. Lead the development and implementation of district services including P2E (gifted and talented) and Achieve (basic skills). Developed and implemented the district mentoring program and the New Faculty Collaborative. Coordinated the Professional Development School (PDS) with Seton Hall University. Oversaw the district technology department and initiatives. Lead curriculum council for all district administrators. Developed and directed the curriculum and instruction budget. Responsible for the coordination and submission of all district grants including NCLB/ESEA. Developed district partnerships with colleges and universities, non-profits, and business partners. Participated in the design and implementation of the strategic plan for iLearnNYC, a 6-12 online and blended learning initiative. Responsible and accountable for developing, improving, evaluating, and procuring online curriculum aligned to standards for content and accessibility. Made key policy decisions regarding blended/online learning to support program goals. Managed a $26,000,000 curriculum budget. Planned and facilitated visioning process and professional development for 100 schools. Facilitated the implementation of competency-based programs utilizing online curriculum. Managed partnerships with 16+ different content vendors. Supported vendors with curriculum revisions to meet Common Core, accessibility, and interoperability requirements. Played a key role in the development of a customized LMS and analytics system for iLearnNYC. Conducted ongoing program evaluation, participating in an extensive research study. Participated in policy-making processes at the state level. Implementation curriculum/accessibility changes resulting in improvement of student learning. Provided oversight of the curriculum design and review process for over 100 courses. Educated faculty in the conceptual framework of online curriculum. Oversaw the learning management system use, enhancement, and support. Coordinated delivery of FLVS courses in 12+ different learning management systems. Supervised ADL Co-Lab in the implementation of 508 and SCORM interoperability standards. Developed university partnerships to co-develop curriculum and develop standards for articulation to ensure smooth transitions from secondary to post-secondary online learning. Supervised 75-100 teachers across all content areas. Developed and implemented a new performance management evaluation tool. Coached and promoted professional growth of teachers, overseeing personal growth plans. Developed and piloted a peer coaching program for instructors. Served as the District Special Education Coordinator. Served as the Innovation Coordinator for the District representing JTPS at the state level as a part of the NJ Innovation Community. Developed and implemented a blended learning initiative to personalize student learning. Oversaw the curriculum development and implementation for social studies, fine and related arts, technology, and other areas as assigned for grades K-12. Certified Danielson evaluator; supervised 30 + instructors. Directed multiple departmental budgets, overseeing materials selection and purchasing. Served as the hiring authority for assigned district departments. Developed and deliver district-wide professional development. SUMMARY OF P-12 TEACHING EXPERIENCE Elementary School Teacher (3 years) Middle School Teacher (3 years) High School Teacher (9 years) Pre-K Kindergarten Multi-age Grade 3, 4, and 5 Global Studies 7th Grade Global Studies – 9th Grade Comparative World Studies - 11th Grade Contemporary American Problems – 12th Grade The Holocaust and Human Behavior – 12th Grade American Government and AP U.S. Government and Politics – 11th and 12th Grade (online) United States History and AP U.S. History – 9th and 10th Grade (online) CERTIFICATIONS School Administrator/School Superintendent NJ Principal Certification NJ Supervisor Certification NJ Teaching Certification: Social Studies 6-12 & Elementary Teaching NJ National Board Teaching Certification Download Academic Resume PDF

  • BLOG | MElizabethazukas

    BLOG All Posts Search Log in / Sign up - Nov 16 1 min Getting Started with Online and Blended Learning There are many differences between face to face learning and online or blended learning so usually it does not make sense to try to take w... - Nov 15 6 min The 7C's of Effective Communication As many teachers, faculty members, and education leaders move to distance learning as we are social distancing, effective communication i... - Nov 15 2 min Online Teaching: Synchronous or Asynchronous? When converting to online or distance learning, one of the first decisions you will have to make is whether to offer learning synchronous... All Posts (3)

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