Robert Zaretsky, in his recent article “The Absurdity of Asynchrony” (Oct. 14, 2024), described his own experience teaching an asynchronous online course as students receiving “three credits to watch movies whenever they wish – along with taking a bi-weekly multiple-choice quiz and tossing a comment into the discussion board once a week” so that “apart from the discussion board” there is “no possibility of contact or connection between students and teachers.” Zaretsky said, “in an asynchronous setting . . . neither teaching nor learning truly occur.” Based on his description of his course, I agree with him. It is absurd. But many asynchronous online courses are not that way.
Teaching and learning can and do take place in an asynchronous online setting. Instead of a multiple-choice quiz every other week, there are several each week to help students check their understanding of the material. Rather than just tossing a post onto a discussion forum once a week, students respond to thought-provoking prompts and have discussions with their classmates. And teachers engage in regular, substantive interactions with students not only by joining in those public discussions, but also providing private feedback on student work.
Just as from the sublime to the ridiculous is but one step, so is from the ridiculous to the sublime.
Brenda Thomas has worked in various roles in online higher education, including adjunct faculty and instructional designer, at several colleges and universities since 2015.
