The phrase "asynchronous interaction" is correct and usable in written English.
It can be used in contexts related to communication or technology where responses do not occur simultaneously, such as in online discussions or email exchanges.
Example: "In our online course, we encourage asynchronous interaction to allow students to engage with the material at their own pace."
Alternatives: "non-simultaneous communication" or "delayed interaction".
The setup for the social design feedback supported asynchronous interaction between participants and moderators.
Results from the analysis lead us to propose a collaborative tool for improving asynchronous interaction between designer and teacher.
The activities of the subtask have experimented and compared three different approaches to implement asynchronous interaction in OGC Web services: 1. WPS façades; 2.
Students in traditional classrooms also felt more threatened than students in the distance education (DE) courses that had only synchronous interaction (M = 1.37, p < .001), and a DE course with both synchronous and asynchronous interaction (M = 1.49, p < .001).001
This research aims to analyze the indirect and asynchronous interaction between a designer of online resources managed in a training scenario and the teacher who implements them in the context of teacher training.
Asynchronous interaction between the teacher and students as well as the creation of collaborative groups was mentioned by 71%% of the students, 86 % considered that the video presentations (OER) favored a change in their attitude towards the use of information and its availability.
The algorithm is distributed and both synchronous and asynchronous interactions are supported.
Indeed, in online environments there has been debate about the differences in effectiveness between synchronous and asynchronous interactions.
A Fully Asynchronous and Status-Tracking (FAST) pattern that adopts asynchronous interactions throughout the whole communication tier of a workflow is proposed for GSO.
When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action research projects that were relevant to their current interests and teaching contexts.
The reviewed literature discusses passive 'push' strategies to sharing knowledge, e.g., seminars, as well as the ways in which technology has been used to encourage asynchronous interactions among workers.
