There is something that bothers us about conversations about replacing face-to-face teaching with online learning: they often fall into a trap of assuming that incorporating synchronous interaction is the optimal way to make learning more personable, that it approximates the face-to-face setting closest, and is therefore preferable and better. More often than not, synchronous interaction here implies some form of two-way audiovisual interaction, even though there are text-only forms of synchronous interaction (e.g., Twitter live chat). There are also asynchronous forms of audiovisual interaction (e.g., voicemail, recorded lectures).
But we feel the enthusiasm for audiovisual synchronicity often comes without sufficient discernment, and without deliberative consideration of how asynchronous learning can be not only viable but productive.
We’ve had experiences both teaching and learning online in a variety of formats, as well as supporting others who are still learning to teach online, and this article reflects our experiences and how they affect our thinking about digital pedagogy more broadly. We both have a strong preference for asynchronous learning.