Editing Asynchronous learning (section)

==Roles of instructors and learners==
Online learning requires a shift from a teacher-centered environment to a student-centered environment where the instructor must take on multiple new roles.  The constructivist theory that supports asynchronous learning demands that instructors become more than dispensers of knowledge; it requires that they become [[instructional designer]]s, facilitators, and assessors of both grades and their teaching methods.<ref>{{Citation | last = McQuiggan | first = CA |date=Fall 2007 | title = The role of faculty development in online teaching's potential to question teaching beliefs and assumptions | journal = Online Journal of Distance Learning Administration | volume = 10 | accessdate = October 11, 2008 | url = http://www.westga.edu/~distance/ojdla/fall103/mcquiggan103.htm}}</ref>

As instructional designers, emphasis is placed on establishing the curriculum, methods and the media through which the content will be effectively delivered. Once the design is in place and executed, the instructor must then facilitate the communication and direct the learning. Instructors typically have to be proficient with elements of electronic communication, as asynchronous courses are reliant on email and discussion board communications and the instruction methods are reliant on virtual libraries of e-documents, graphics, and audio files.  Establishing a communal spirit is vital, requiring much time commitment from the instructor, who must spend time reading, assessing, reinforcing, and encouraging the interaction and learning that is happening.<ref name="Shea, P. J. 2003">{{Citation | last1 = Shea | first1 = PJ | last2 = Pickett | first2 = AM | last3 = Pelz | first3 = WE | year = 2003 | title = A follow-up investigation of 'teaching presence' in the SUNY Learning Network | journal = Journal for Asynchronous Learning Networks | volume = 7 | pages = 61–80}}.</ref>

The student-centered nature of asynchronous online learning requires students to be actively involved with and take more responsibility for their own learning.  In addition to their normal duties as learners, students are required to:

* Become proficient with the technology required for the course;
* Use new methods of communication with both peers and instructors;
* Strengthen their interdependency through collaboration with their peers.<ref name="Garrison, D. R. 2004">{{Citation | last = Garrison | first = DR | year = 2004 | title = Student role adjustment in online communities of inquiry: model and instrument validation | journal = Journal for Asynchronous Learning Networks | volume = 8 | pages = 61–74}}.</ref>