A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Asynchronous Communication <s> Online education continues to grow exponentially, and the majority of universities now offer online courses. However, the unprecedented explosion of online learning courses has resulted in increased demands for online teachers, and regular classroom teachers are often asked to teach in an online environment. Tools for Successful Online Teaching introduces teachers to the tools of the learning management system (LMS), or the online learning environment. These tools, including chat, threaded discussion, e-mail, surveys, exam builders, and more, are explored to show the strengths and weaknesses of each tool. Multiple examples of objectives and activities are provided to instill a deep understanding, and the reader will gain a long-term ability to create a unique curriculum. <s> BIB001 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Asynchronous Communication <s> This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching. <s> BIB002 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Asynchronous Communication <s> Asynchronous online discussion is used in a variety of ways, both in online learning environments and in traditional teaching environments where, increasingly frequently, a blended approach is adopted. However the anticipated benefits of this tool in improving student learning outcomes are still being debated. One of the many factors affecting the outcomes of asynchronous online discussion is that of assessment. This study investigated the influence of assessment of discussion postings on the achievement of discussion outcomes as perceived by instructors. The findings indicate that the incorporation of assessment results in higher levels of discussion outcomes than if no assessment were used. The use of a subsequent assessment based on the online discussion was also examined, but the results were inconclusive. <s> BIB003
In educational settings Email is a commonly used asynchronous communication tool for one-to-one or one-to-many online communication. It can transmit files that include text, graphics and other multimedia content with or in the messages. The strengths of email include the immediacy of the technology, the ability to connect and be connected, ease of use and flexibility BIB001 . However these may be seen as weaknesses as they create expectations upon the educator to be always connected and contactable. Other weaknesses include the potential for misunderstandings through lack of non-verbal triggers such as tone or mood, as well as the need to establish and enforce boundaries and netiquette BIB002 ). Such weaknesses are accentuated when corresponding with distance students or students with English as a Second Language (ESL). Another type of asynchronous communication tool used in higher education is the discussion forum, which allows participants to post to a bulletin board or forum which can be viewed and responded to by others at any time. However a major disadvantage of discussion forums is the length of time it takes to hold a conversation. Pena-Shaff,  suggest that the use of online discussion forums has the potential to increase students' participation and interaction when used as a supplement to face-to-face learning activities. Discussions also support online communication and collaboration in situations where face-to-face communication is not possible (Goold and Coldwell, 2005) . BIB003 suggest that when assessment is associated with discussion, there are higher levels of participation and quality of outcomes than when no assessment is used. Announcements are a further type of asynchronous communication tool useful and widely used in educational settings. An announcement is a broadcast message to a predefined group of people such as a class of learners. It is a useful way of notifying the group(s) of breaking news, last-minute events or simply reminders of key dates. Announcement tools are often incorporated into learning management systems. Short message service (SMS) is a method for sending messages to mobile phones and these are becoming more commonly embedded in higher education pedagogy. Additionally, an SMS message can be sent from a mobile phone or from a computer connected to the Internet.  report that the widespread adoption of mobile devices together with the increased emphasis on lifelong learning have become key drivers in the development of applications and uses of mobile devices. A number of experimental projects have shown promise in this arena such as the mobile learning tool developed by  which encouraged language students to learn new words via their mobile phones.