What is needed is what is taught pulling together college resources and expertise as needed and where needed. This terminology refers to an institutional system for measuring whether learners have learned what was set forth by the institution as needing to be taught. Regular review of the acquired data leads to continuous improvement of teaching and learning across the institution. Currently, the most common example of asynchronous learning involves web courses, whereby learners access course materials at their convenience and communicate with other class members and the instructor via email, voice mail, etc. Benjamin Bloom set forth a hierarchy of learning levels that are used by educators to describe the overall learning development of students.
Levels leading from knowledge to evaluation are comprehension, application, analysis, and synthesis.
Others have built on Bloom s Taxonomy adding hierarchies for psychomotor and affective domains. This research has led to an awareness that many traditionally accepted approaches to teaching learners are inconsistent with the ways the brain learns and suggests that teachers need to question many assumptions they have about the processes of teaching and learning. These are real-life applications specifically designed to provide the learner with the opportunity to demonstrate readiness to assume responsibilities demanded by their chosen professions. This approach is particularly useful for retention-risk students. A positive collaborative learning experience draws out the strengths of each member of a collaborative team and uses those strengths for improving the knowledge, skills, and attitudes of members not as strong.