Distance Learning, mLearning, Digital Education, Technology
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Rescooped by Dennis Swender from Digital Learning - beyond eLearning and Blended Learning
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Asynchronous Video Conversations: 11 Tips and Best Practices

Asynchronous Video Conversations: 11 Tips and Best Practices | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From er.educause.edu - March 2, 2021 9:29 PM
A set of recommendations can help faculty get the most out of asynchronous video activities in their courses.

Via Peter Mellow
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Rescooped by Dennis Swender from Assessment | Learning and Teaching | Coaching
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Engaging Students Through Asynchronous Video-Based Discussions in Online Courses

Engaging Students Through Asynchronous Video-Based Discussions in Online Courses | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From er.educause.edu - August 26, 2020 2:42 AM
As growing numbers of students take online and hybrid courses, higher education institutions are looking for ways to cultivate and sustain engagement

Via Peter Mellow, Ines Bieler
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Rescooped by Dennis Swender from Digital Learning - beyond eLearning and Blended Learning
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Unbounded by Time: Understanding How Asynchronous Video Can Be Critical to Learning Success 

Unbounded by Time: Understanding How Asynchronous Video Can Be Critical to Learning Success  | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From er.educause.edu - February 4, 2021 1:29 AM
When teaching online, instructors often default to using synchronous activities, but asynchronous tools can provide effective learning opportunities i

Via Peter Mellow
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Rescooped by Dennis Swender from Assessment | Learning and Teaching | Coaching
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6 Models for Blended Synchronous and Asynchronous Online Course Delivery

6 Models for Blended Synchronous and Asynchronous Online Course Delivery | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From er.educause.edu - September 3, 2020 1:48 AM
This article proposes six models of blended online course delivery, ranging from a highly supported faculty-guided model to an independent self-paced

Via Peter Mellow, Ines Bieler
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