Hostname: page-component-76fb5796d-25wd4 Total loading time: 0 Render date: 2024-04-30T04:12:13.932Z Has data issue: false hasContentIssue false
  • English
  • Français

A central decision in online course design: To go synchronous or asynchronous?

Published online by Cambridge University Press:  26 May 2022

Ann-Marie R. Castille Open the ORCID record for Ann-Marie R. Castille [Opens in a new window]
Ann-Marie R. Castille*
Affiliation:
Nicholls State University
*
Corresponding author. Email: ann-marie.castille@nicholls.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 15 , Issue 2 , June 2022 , pp. 205 - 207
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Fink, A., Guzzo, R., Adler, S., Gillespie, J., Konczak, L., Olson, T., Beier, M. & Dickson, M. (2010). Consulting and business skills in industrial-organizational psychology graduate education. The Industrial-Organizational Psychologist, 48(2), 34–46.Google Scholar
Klonek, F. E., Kanse, L., Wee, S., Runneboom, C., & Parker, S. K. (2021). Did the COVID-19 lock-down make us better at working in virtual teams? Small Group Research. Advance online publication. https://doi.org/10.1177/10464964211008991 Google Scholar
Kraiger, K., Fisher, S., Grossman, R., Mills, M. J., & Sitzmann, T. (2022). Online I-O graduate education: Where are we and where should we go? Industrial and Organizational Psychology: Perspectives on Science and Practice, 15(2), 151–171.Google Scholar
Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383–391.Google Scholar
Lowenthal, P., Dunlap, J., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning Journal, 21(4), 177–194.Google Scholar
Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online courses. Computers & Education, 60(1), 87–94.CrossRefGoogle Scholar
Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69–84.Google Scholar
Somenarain, L., Akkaraju, S., & Gharbaran, R. (2010). Student perceptions and learning outcomes in asynchronous and synchronous online learning environments in a biology course. MERLOT Journal of Online Learning and Teaching, 6(2), 353–356.Google Scholar