ASYNCHRONOUS LEARNING 30
Worldwide Learning What happens when Priory students who are living in different countries and completely different time zones attempt to attend class in the Pacific Standard Time zone? Did we expect for the students with a 12 hour time difference to attend class from 9pm-3am? The Priory residential community faced this problem as the pandemic brought travel restrictions for dorm students all over the world. Through the quick thinking and planning of Head of School Patrick Ruff, Academic Dean Crystal Matsuoka, and Dean of Residential Life Adam Siler, an asynchronous learning plan was created. The team met with the Priory faculty to explain the various needs across the many time zones, and took note of what would be needed to make it happen. Then after meeting with each individual dorm student to determine what they needed and wanted, the asynchronous platform was rolled out. The launch was truly a group effort with technology, residential faculty, faculty, and Adam Siler all working together to ensure a smooth transition. Adam was appreciative of Crystal for supporting the faculty, “who were being asked to teach in unprecedented ways and at unprecedented times,” he said. The asynchronous schedule was built according to the dorm student schedules and the availability of the teacher. The residential life families were appreciative and understanding of the custom built schedule. Adam said, “I have heard from a number of families that they felt that our asynchronous platform permitted for meaningful interactions, meaningful learning, and meaningful growth over the year.” Students loved the small, weekly classes during the evenings with their teachers. “I think for the first time in the history of the world, students wanted more class, more feedback and more school,” commented Adam. The students also recognized and were immensely appreciative of the teachers who took time out of their evenings to hold additional classes outside of the regular school day. The asynchronous platform successfully allowed for learning and mentorship between individuals across five continents. This was greatly due to the dedication of both the faculty and the students who invested in it. “Our faculty understood how difficult it was for our kids to learn remotely, and were hugely impressed by the maturity that learning asynchronously required from our dormers,” Adam said. Adam also wanted to express, “I could not fathomably be more proud of the dormers. Their resilience despite setbacks, their conscientious spirit, and their affable attitude is as impressive as anything I have seen in my fifteen years in school.”
