Anywhere….
The primary advantage of asynchronous online learning is that it allows students to participate in high quality learning situations when issues of distance and scheduling make on-ground learning unrealistic. Students can participate in classes from anywhere in the world provided they have a computer and Internet connection. Also, the online format allows physically challenged students more flexibility to fully participate in class since the Virtual Classroom is delivered to their home through their computers instead of the students having to physically move to the class.

Anytime, Any Pace….
The Virtual Classroom is open 24 hours a day, seven days a week. Time efficiency is another strength brought by the online learning format. Asynchronous communication through online conferencing programs allows busy students who are juggling professional, family, and study schedules to fully participate in class discussions at the time which is most convenient to them. Students can log on to their course at any time of day or night, and have continuous access to lectures, course materials, and class discussions. This is particularly convenient for those who may need to reread a lecture or take more time to reflect on some material before moving on.

Synergy
The online format allows for a high level of dynamic interaction between the instructor and students and among the students themselves. Resources and ideas are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on the work of others. The synergy that exists in the student-centered Virtual Classroom is one of the most unique and vital traits that the online learning format posses.

High Quality Dialog
Within an online asynchronous discussion structure, the learner is able to carefully reflect on each comment from others before responding or moving on to the next item. This structure allows students time to articulate responses with much more depth and forethought than in a traditional face-to-face discussion situation where the participant must analyze the comment of another on the spot and formulate a response or otherwise loose the chance to contribute to the discussion.

Student Centered
Within an online discussion, the individual student responds to the course material (lectures and course books, for example) and to comments from other students. Students usually respond to those topics within the broader conversation that most clearly speak to their individual concerns and situations resulting in several smaller conversations taking place simultaneously within the group. While students are expected to read all of their classmates’ contributions, they will become actively engaged only in those parts of the dialog most relevant to their needs. In this way, students take control of their own learning experience and tailor the class discussions to meet their own specific needs. Ideally, students make their own individual contributions to the course while at the same time take away a unique mix of information directly relevant to their needs.

Level Playing Field
In the online environment learners retain a considerable level of anonymity. Discriminating factors such as age, dress, physical appearance, disabilities, race and gender are largely absent. Instead, the focus of attention is clearly on the content of the discussion and the individual’s ability to respond and contribute thoughtfully and intelligently to the material at hand.

Access to Resources
It is easy to include distinguished guest experts or students from other institutions in an online class as well as allow students to access resources and information anywhere in the world. An instructor can compile a resource section online with links to scholarly articles, institutions, and other materials relevant to the course topic for students to access for research, extension, or in depth analysis of course content material.

Creative Teaching
The literature of adult education supports the use of interactive learning environments as contributing to self-direction and critical thinking. Some educators have made great strides in applying these concepts to their onground teaching. However, many classes still exist which are based on boring lectures and rote memorization of material. The nature of the semi-autonomous and self-directed world of the Virtual Classroom makes innovative and creative approaches to instruction even more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience. The occasion of a shift in technology creates the hope that those who move into the new technology will also leave behind bad habits as they adopt this new paradigm of teaching. As educators redesign their course materials to fit the online format, they must reflect on their course objectives and teaching style and find that many of the qualities that make a successful online facilitator are also tremendously effective in the traditional classroom as well.