Asynchronous Computer

asynchronous computer

[ā′siŋ·krə·nəs kəm′pyüd·ər]
(computer science)
A computer in which the performance of any operation starts as a result of a signal that the previous operation has been completed, rather than on a signal from a master clock.

Asynchronous Computer

 

a digital computer in which the beginning of the performance of each operation is determined by the termination signal of the previous operation. Asynchronous computers possess variable time cycles, the magnitude of which is dependent on the length of the operation. The asynchronous principle provides the machine with a comparatively high speed of computation and permits sufficiently simple coordination of the operation of units with different response speed. In addition, it creates a certain self-control in the machine, in that the machine stops when some operation is not performed or the signal concerning its termination is not received. Asynchronous computers can be partially asynchronous; the asynchronous principle is used only for the performance of those operations whose duration is considerably longer than the time of access to the operative storage device (for example, multiplication, division, input of information, and so on), and the remaining operations have a constant operation cycle.

References in periodicals archive ?
Technologies that assist in online group work: a comparison of synchronous and asynchronous computer mediated communication technologies on students' learning and community.
Toward an understanding of how threads die in asynchronous computer conferences.
The learning process, moderation and discourse patters in asynchronous computer conferencing.
One potentially useful tool for supporting teacher peer interaction is asynchronous computer mediated communication (CMC) (Marx, Blumenfeld, Krajcik & Soloway, 1998), a term which can refer to computer conferencing, bulletin boards, computer assisted instruction, listervs, or e-mail.
An early example is NEA's Mastery in Learning Project, which used asynchronous computer conferencing to support reform by promoting teachers' "sustained attention to decision making supported by a knowledge base" (Watts & Castle, 1992, p.
This study attempted to determine whether and how peer interaction through scaffolded asynchronous computer conferencing aided teachers as they conducted course-related individual action research projects.
Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer technologies and offered anywhere and anytime.
Following a repeated-measures experimental design, each student team collaborated on two assignments, one using face-to-face collaboration and the other using asynchronous computer conferencing technology for collaboration.
Background on collaborative learning and asynchronous computer conferencing is discussed followed by the development of hypotheses.
The independent variable, the case study analysis method, had two treatment levels: (a) individual case study analysis, and (b) collaborative asynchronous computer mediated analysis.
Forms of communication include individual telephone contact, audioconferencing with small groups, asynchronous computer conferencing, and E-mail.
Native and non-native speakers' participation in educational asynchronous computer conferencing: A case study, Dissertation, University of Toronto.

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