Designing Successful Asynchronous Learning

Sometimes the best way to offer content is on-demand and asynchronous. Personally, I most enjoy designing in-person learning experience. However, sometimes it is actually best to design for an online learning experience, either synchronous or asynchronous.

Deciding the WHERE

There are compelling reasons for deciding to design for in-person, online, synchronous, or asynchronous settings. They all have their place; they all have their merit.

Regardless of where the learning happens, the goal for a training remains the same: learning. Whether this is in a room in sitting around tables or in Zoom with a cohort of learners or by yourself in a learning platform, people come to learn.

When to Design Asynchronous Learning

• Super busy. Although most adults have full schedules and the thought of taking a multi-day course feels impossible, sometimes it really is. Taking a course on your own time, in your own way, can feel respectful and helpful. 1-1 mentoring would be a helpful addition and still allow these individuals full control of the timing.
• Many time zones. As the global community grows closer, increasingly learning programs are being offered to staff, partners, and individuals across multiple time zones, some with a difference of 10 to 12 hours! Eliminating the need to find a time for a diverse group to meet online, can be a relief. Meeting online or in person with smaller cohorts in the region can also make for a powerful element of an asynchronous learning journey.
• One user at a time. Onboarding is often one person at a time. As such, it can be helpful to offer a learning program (about organizational systems, programs, operations) in an asynchronous way to offer more timely learning. Incorporating some group engagement would a beautiful addition for this important learning.
• Optional and as needed. Certain content is needed by different people at different (and sometimes unpredictable) times. Having asynchronous models handy and ready to use as needed, can help the principle of IMMEDIACY – I will engage more deeply when I need it right away. Including optional 1-1 time with a thought partner, can be an important offering especially when things are not clear.

Tips for Designing Asynchronous Learning

• Offer a workbook or worksheet. Being able to download the content with invitations throughout to record thoughts and questions as well as practice what is being learned, can be extremely helpful. This tangible course document also offers an easy-to-use resource for implementation of the new skills and retrieval of information. For some, a downloadable workbook or worksheet is preferred to an online resource.
• Offer downloadable resources. Like the workbook, easy to share and use resources and tools can deepen the learning and help with the learning transfer. Printable documents can allow users to post these reminders in a visible place or carry around. Don’t underestimate the value of a 1-page sheet with an important model.  
• Use the 4A model to design for engagement. Synchronous or asynchronous, learning is helped through the 4A Model: ANCHOR, ADD, APPLY and AWAY. Start by inviting learners to recall something they already know that is somehow connected to the new content in the program; ADD new content by offering a short video, audio, presentation, definition, or model; invite learners to APPLY the new learning to a scenario or case study; and, encourage them to consider 1-2 things they will use right AWAY in their life or work.
• Invite personalization of content. Adults need to see the value of something in their own situation before they agree to use it. Throughout a learning program, they need to be invited to personalize – ‘Remember a time when you…’, ‘Consider 1 situation where you can…’, ‘Think of 1 person you can…’ The more learners personalize what they are learning, the more they can imagine using the new content and the need for it.
• Offer the content in small bit-size pieces. Although in asynchronous learning, learners can move through the course as fast or as slow as they wish, breaking the content into small parts is wise. There is a sense of satisfaction for the user when they click ‘complete’ and move to another ‘lesson’. These small rewards can act as incentives and engage a continuation of the work.
• Offer choice. In general, adult learners will choose wisely for themselves and it can feel respectful to complete only lessons that feel relevant to their work and situation. Offer a variety of scenarios, types of situations, focus areas or aspects of a topic – learners will go to what they need or are interested in.
• Offer optional mentoring as part of the learning program. Although many may not act on this offer, there can be great benefit for those that do. There is just nothing like having a thought partner to talk through a challenge, confusion or question.