Synchronous vs Asynchronous. Important for teachers
The table below summarizes some of them key differences between asynchronous and synchronous teaching to highlight how they influence the learning process:
| Aspect | Asynchronous delivery (at a distance, at your own pace) | Synchronous teaching (in real time, simultaneously) |
|---|---|---|
| Time interaction | Flexible - students access lessons at their own pace, at individually chosen times. | Fixed - all participants are present simultaneously, in real time (fixed schedule). |
| Location and environment | Online or offline, anywhere - materials are distributed digitally without simultaneous physical presence. | In class or live video conferencing - all connected at the same time and virtual/physical space. |
| The pace of learning | Personalized - each student progresses at his or her own pace, can review materials as often as needed. | Uniform - the pace is dictated by the teacher, all students go through the material simultaneously. |
| Feedback | Delayed, periodic - the teacher provides feedback via forum, email or automatic assessments at set intervals. | Immediate - direct feedback during the lesson (real-time questions and answers). |
| Teaching materials | Pre-registered, digital resources accessible anytime - e.g. interactive lessons, videos, online quizzes. | Delivered live by the teacher - e.g. oral explanations, presentations in real time, with resources then distributed. |
| Adaptability of content | Elevated - materials can be easily updated and reused, especially if they are Open Educational Resources (OER). | Limited - content adjustment is done between sessions, the live lesson is less flexible in real time. |
We note that asynchronous teaching brings benefits such as flexibility and student-centered learningBut it also comes with challenges - it requires careful planning of materials, a clear structure of the learning pathway and effective feedback mechanisms so that no learner is left behind. This is where Open Educational Resources (OER) and platform LIVRESQ, which together can significantly facilitate the successful implementation of an asynchronous scenario. In the following, we will explore the advantages of using OERs in an asynchronous context, how LIVRESQ supports teachers through dedicated functionalities (including an extensive library of editable lessons), and provide examples of asynchronous pedagogical scenarios as well as practical recommendations for their effective integration into teaching.
Advantages of using OER in asynchronous teaching with LIVRESQ
Open Educational Resources (OER), known internationally as Open Educational Resources (OER), are teaching, learning or research materials available free and with the right of free use. According to UNESCO's definition adopted in 2019, OERs are educational materials that are either in the public domain or under open license, allowing unrestricted use, adaptation and redistribution. In practice, OER includes a wide range of content: from digital textbooks, online courses, educational videos and interactive simulations, to worksheets, quizzes or scientific articles. What unites them is open license - the authors give their permission for other educators to use and modify the materials as needed, without further permission.
One of the greatest strengths of the LIVRESQ platform in the context of asynchronous education is its vast library of digital educational resourcesdeveloped by the teaching community itself. In Public Library LIVRESQ (accessible online at library.livresq.com), can be found thousands of interactive lessons covering different subjects, levels and languages. These lessons can be used as such by any teacher or pupil, but what makes them truly valuable is that they can be edited and personalized. With the permission of the authors, many library materials are available not only for viewing but also as "editable "lesson sources - Basically, teachers can download or copy the lesson into their own author account and modify it freely in the LIVRESQ editor, adapting it to the needs of their class.
How does lesson editing actually work? The process is simple and intuitive: once you've found a lesson you're interested in in the library, you have the option to either run it directly (to show it to your students or to study it) or to open in Editor (if the author has allowed access to the source). The LIVRESQ Editor is a web-based application where you can edit every page of the lesson, add or delete chapters, insert multimedia elements (images, videos, audio), sliders, interactive assessment elements (drag-and-drop exercises, grid quizzes with feedback, puzzles, etc.) and much more. Basically, you have full control over the instructional design of the lesson. Once you have made the desired changes, you can save the lesson in your account and choose how to use it: you can publish it yourself (if you want to make it available to others like OER), you can distribute it only to students (via a link or by embedding it in a compatible e-learning platform) or you can keep it private for personal use. This editing and remixing of existing lessons is a key factor that supports asynchronous teaching - teachers can share and re-use resources, adapting them quickly for different contexts without repeating development work from scratch.
In addition, the LIVRESQ library is constantly expanding and update. Thanks to the active community, new lessons on topical issues, bilingual or foreign-language lessons and updated versions of existing materials (as curricula evolve or as authors receive feedback) are constantly appearing.
Examples of asynchronous pedagogical scenarios with LIVRESQ
Asynchronous teaching can take different forms, depending on the didactic objectives and context (100% online learning, hybrid model, distance after-school program, etc.). LIVRESQ platform, through its versatility, allows the implementation of many modern pedagogical scenarios. Here some examples of asynchronous scenarios which you can create and manage using LIVRESQ and library resources:
Flipped classroom: The teacher provides an interactive RED lesson for the students to go through via LIVRESQ individually at home before class. For example, before the chapter on Equations, you can give students an asynchronous lesson with the basics (definitions, video examples and a short self-assessment quiz). The students access the material at their own pace, and in the synchronous lesson (face-to-face or live online) you just come with clarifications and practical applications, already knowing from the lesson data (SCORM reports or embedded test results) which parts were more difficult. This scenario maximizes the direct interaction time for discussions and exercises, moving the initial knowledge transfer to the asynchronous environment, where each student learns at his/her own pace.
Course module 100% online, self-taught: In this scenario, the whole course is structured on asynchronous modules hosted in LIVRESQ. The teacher creates a sequence of interactive lessons (possibly organized in a playlist or a collection of lessons), each lesson corresponding to one week of study. For example, in an online World History course, you might have module 1 - Prehistory (lesson with presentations, pictures of artifacts, interactive map and a quiz), module 2 - Antiquity (OER lesson adapted from the library, with multimedia inserts and review exercises), and so on. The students manage their own time by going through the modules and the teacher can set checkpoint-deadlines (deadlines for students to have completed certain modules) and can collect regular feedback (through forum topics, short summative quizzes in LIVRESQ or occasional Q&A meetings). This asynchronous mode of organization is ideal for distance learning programs or times when physical classes are not possible. LIVRESQ makes it easy by offering self-sufficient lessonswith integrated content and assessment, which students can access at any time and re-read if needed.
Asynchronous remedial or remedial learning: Not all students progress evenly - some may fall behind for various reasons (absences, comprehension difficulties) and others may want to in-depth material. With LIVRESQ, a teacher can build a asynchronous remedial mini-course. For example, if a group of math students has a poor grasp of fractions, you can assign them an interactive OER lesson on fractions (possibly found in the library and adapted), in parallel with the normal program, for them to complete individually at home, with additional exercises and practical applications. The platform can record the results of these exercises, so that the teacher can track the progress of each student. This asynchronous catch-up scenario allows for personalized learning: students review at their own pace, without the pressure of the class, benefiting from alternative explanations and interactivity that captures their attention. Similarly, you can offer asynchronous enrichment (deepening) for advanced learners, using more complex open resources from the LIVRESQ library - for example, a keen learner can explore an interactive lesson on concepts beyond the immediate syllabus, developing their skills independently.
These are just a few examples, but the possibilities are numerous. Other teachers have used LIVRESQ for: exam preparation modules (asynchronous retakes for Baccalaureate or National Assessment, with grid tests and solutions), clubs or online electives (published lessons for STEM, foreign language or financial literacy courses that students follow as self-paced extracurricular activities) or even for collaborative projects (e.g. students from two different schools work asynchronously on the same set of LIVRESQ resources and then present their findings in a joint meeting). Crucially, the platform offers flexibility to combine asynchronous modules with synchronous interactions as the scenario requires: you can always enrich an asynchronous course with occasional live webinars, or conversely, continue a classic lesson with hands-on asynchronous activities on the platform.
Practical recommendations for implementing asynchronous teaching with LIVRESQ
The successful implementation of an asynchronous teaching model requires not only resources and tools, but also a change of approach on the part of the teacher. Here are a few practical recommendations to get the most out of OERs and the LIVRESQ platform in organizing asynchronous activities, whether you teach online or want to supplement your classroom hours with distance activities:
Plan the asynchronous lesson structure: Start by setting learning objectives and divide the content into logical steps. An effective asynchronous lesson has a clear structure, with short sequences of information followed by activities (reflection questions, exercises, quizzes). Outline this structure before actually building the lesson in LIVRESQ.
Select or create quality resources: Explore the LIVRESQ Library to find OER suitable for your topic. Check the quality, currency and difficulty of the materials you discover. If you find a relevant editable lesson, adapt it (translating, adding extra explanations, removing unimportant parts, etc.) to suit your students. In the absence of a suitable resource, create your own lesson using the interactive elements in the editor - be sure to include different types of content (text, image, video, audio) to support different learning styles.
Provide clear instructions and motivate students: When you launch an asynchronous activity, communicate to students the purpose of the activity, the approximate time it will take, and what your expectations are (e.g., "Complete the lesson and tests by Friday; the grade on the final test will count as homework."). Explain them and benefits - how the lesson will help them. Being an environment where students manage their own time, motivation is crucial: highlight the interesting aspects of the material (e.g. "You'll find a virtual experiment in the lesson that we can't do in class, but you can try it online!").
Set deadlines and checkpoints: Asynchronous flexibility does not mean a complete absence of limits. To prevent indefinite procrastination, give students a clear timeframe in which to complete the activity (e.g., a week to go through the lesson and submit answers to a final quiz). If the lesson is longer or the course is structured in modules, you can set intermediate deadlines or small periodic checks to make sure that all students stay on top of assignments.
Be present with online feedback and support: Even if you are not with the students in real time, your presence as a mentor should be felt. Regularly check the results of LIVRESQ activities - for example, test answers or the progress of each learner (if you are using an LMS with SCORM, you will have detailed data). Give individual feedback praising students' achievements and clarifying misunderstandings. Also, provide a communication channel (a class forum, a small chat group or even the lesson comments section, if one exists) where students can ask questions during asynchronous learning. Answer these questions promptly so that students do not get stuck.
Encourage interaction and collaboration between students: Just because they're learning asynchronously doesn't mean students need to be completely isolated. You can integrate small collaborative tasks - for example, after they go through the lesson in LIVRESQ, contribute ideas to a shared padlet, comment in a forum on what they understand, or solve a short project in small groups (even if they work on it at different times). In this way the community of pupils can stay active and motivate each other.
Refine materials based on feedback: Asynchronous teaching with LIVRESQ gives you the opportunity to continuously improve lessons created. Collect feedback from the students - find out what they liked, where they struggled, whether the pace was appropriate. Analyze usage data too: items that most students got wrong could be better clarified, sections that many students re-learned indicate key points worth emphasizing in the next lesson update. Being easy to edit, LIVRESQ lessons can be updated immediately so that future generations of learners benefit from an even better version of the material. Also, feel free to share lessons Success in the public library - you'll be contributing to the community and receiving recognition and constructive feedback from other teachers.
In conclusion, asynchronous teaching opens up new perspectives on how students can learn - in a way autonomous, accessible and flexiblecentered on their needs. But for these benefits to be realized, teachers need both matching resourcesas well as effective tools. Open Educational Resources, in particular those offered through the LIVRESQ platform, are a catalyst for educational innovation: they enable any teacher to become creator and collaborator, not just a passive user of textbooks, and to provide its students with rich and interactive materials. The LIVRESQ platform, in turn, has consolidated itself as a favorable environment for the development and distribution of these resources, bringing together an impressive community of teachers eager to share and evolve together. Through the asynchronous approach, enriched with modern OERs and digital tools, we can transform the act of education into a truly learning experience. personalized, collaborative and inclusive, better preparing students for the challenges of a changing world.
Start small - choose a lesson from the LIVRESQ library, adapt it for your class and run it as a pilot asynchronous activity. You will soon discover that students appreciate the freedom to learn at their own pace, and you will enjoy positive impact of new methods and resources in their results. Good luck exploring asynchronous teaching with LIVRESQ and innovating your own teaching practices!
