The phrase "asynchronous instruction" is correct and usable in written English.
It can be used in contexts related to education, technology, or programming, where instruction or learning occurs without a synchronous or real-time interaction.
Example: "The course offers asynchronous instruction, allowing students to learn at their own pace and access materials whenever they choose."
Alternatives: "non-synchronous teaching" or "self-paced instruction".
At a time when many libraries have fewer resources, librarians are increasingly being asked to provide asynchronous instruction in virtual environments as a solution to reaching more students through the use of library tutorials.
However, online education is very different in its scope from earlier generations such as correspondence courses, and televised broadcasts and video conferencing in that it can offer both synchronous instruction where students and instructors interact in real time and asynchronous instruction where students learn at their own pace and with their own time schedules.
Mean gain in knowledge was 28.39% ± 18.06 for didactic instruction and 9.93% ± 23.22 for asynchronous instruction.
We urge caution in generalizing our results to all formats of asynchronous instruction.
Many studies on asynchronous instruction in medical education and healthcare focused on a single topic [ 7, 9- 13, 13].
To ensure success of asynchronous instruction, curriculum developers must identify why students may not have positive attitudes towards this modality and create solutions to address these barriers.
Students had mixed attitudes towards asynchronous education.
The final asynchronous module (EKG interpretation) was prepared specifically for asynchronous education.
The results of this study suggest that asynchronous, computer-based instruction is not equivalent to didactic instruction of an acute care curriculum for novice learners.
The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care.
Asynchronous, computer-based instruction was not equivalent to traditional didactics for novice learners of acute care topics.
