Asynchronous Learning in Moodle

In 2021-22 UAL courses will be delivered via a blend of on-site and online activities (visit Teaching Online 2021-22 for more information).

For online, asynchronous learning, there are distinct advantages to hosting activities in Moodle. The primary advantage is that Moodle can track which students have engaged with the activity; whether individuals have viewed or submitted to the activity. Beyond this, Moodle can quickly filter out the students who have yet to engage, and send to them a reminder message. Furthermore, some Moodle activities can generate rich feedback for the learner with minimal input from the teacher.

There are many engaging Moodle activities which are under-utilised:

  • Journal: A individual, private reflection or response containing text and/or media. Journal entries are presented to teachers in a simple, scrollable list.
  • Glossary: A crowd-sourced lexicon of terms and definitions; or an index of concepts, scenarios, case-studies, role-models or other diverse contributions. Glossaries can be configure to enable ‘rating’ of entries by student peers.
  • Forum: Threaded discussions, queries, responses or iterations. Forums can be configured to promote depth versus breadth of expression.
  • Questionnaire: Public (but, if required, anonymous) responses to questions of various formats. Student can benchmark themselves against the aggregated views of their peers.

This is not an exhaustive list of the available activities in Moodle, but is an initial list of alternatives to the ubiquitous PDF.

How to use Moodle activities for asynchronous learning

Below are several short videos, illustrating how Moodle’s native activities could be deployed to support asynchronous learning. You will find an overview of the tool, and it’s suggested application (“Using..”), followed by a demonstration of how the tool was configured (“Setting Up..”).

More to come!