The asynchronous learning environment

Challenges Faced in the Asynchronous Learning Environment

For new trainees, the asynchronous learning environment can bring challenges. One of the issues is a lack of technological abilities, which are required to operate computers and the design software system. As a result, some trainees may be left behind as others continue through the program. Another issue is trainees’ inability to grasp critical components of the software system. As a result, trainees may easily forget or neglect crucial program elements (Rosenthal & Zimmerman, 2014).

Strategies to Address Challenges

To counter this problem, I would employ the rehearsal strategy to ensure that each of the trainees has the required knowledge to operate the technology and grasp the key concepts of the software. As such, each will be able to move at the same pace thus leaving none of them behind. To help the trainees check their understanding of the software, I would incorporate the metacognitive learning strategy. This strategy will ensure that the trainees have understood everything concerning the software since through comprehensive monitoring, they will be able to cover all the aspects of the design (Rosenthal & Zimmerman, 2014). From gathered knowledge, I would suggest a combination of synchronous and asynchronous modes of learning. This is to ensure that the trainees have access to a variety of information from the asynchronous mode and have one-on-one interaction with the trainer and themselves where they can exchange ideas as well as ask questions.

Importance of Self-Regulation in Learning

Self-regulation is important because it helps learners develop a systematic way of learning ensuring that all areas have been covered. The pros of cooperative learning/training include close interaction hence exchange of ideas and enhancement of motivation and social cohesion. The cons include encouragement of idlers and time-consuming thus slow. From my experience, cooperative learning is beneficial because it integrates different ideas thus a better outcome (Aukrust, 2011).

References

Aukrust V. G. (2011). Learning And Cognition In Education. Oxford, UK: Elsevier

Rosenthal, T. L., & Zimmerman, B. J. (2014). Social learning and cognition. Academic Press.