Consider “flipping the classroom” by presenting the core learning content to learners first, during their asynchronous learning time, so that you can spend more time in class interacting and working with learners on mastering, applying or demonstrating what they are learning. This approach increases engagement, peer instruction, and opportunities for you to assess learner learning and apply low-stakes feedback. If this idea intrigues you, check out this helpful webpage on Flipped Learning from the University of Texas.

Be sure to form connections between asynchronous and synchronous learning by referring to what they learned asynchronously, and assigning preparation activities during asynchronous learning which you will take up in the live session. One great strategy to consider is to use the asynchronous content to set up “intellectual cliff-hangers”—challenging problems with no obvious answer—and invite learners to attend the live session to learn the answer.