The Project
Universities worldwide have experienced a surge in online learning participation, with asynchronous learning offering flexibility and potential benefits for students. However, low levels of learner participation and engagement remain significant problems that can negatively impact student achievement and retention.
This study examined how students respond when asynchronous learning experiences are purposefully designed to support active participation. Using a design-based research approach across five postgraduate education courses at a regional Australian university, researchers implemented a range of asynchronous interactive technologies. Data was collected through learning analytics and student surveys.
Findings revealed that purposeful design of asynchronous activities can increase student engagement, but factors such as time constraints, technological comfort, and extrinsic motivation significantly influence participation.
In this research/resource …
We define learning modes as ‘how’ the learner interacts with the content, the teacher and their peers.
There are two learning modes: synchronous and asynchronous.
It is expected that students will interact asynchronously in some form with the content, teacher and peers via the Learning Management System (LMS) through activities, forums and other means designed to support student engagement.
However, this is often optional and does not promote ‘active asynchronous’ learning. In fact, the teacher often focusses on the synchronous sessions, despite many or most students not attending, and does not cultivate asynchronous learning as a priority.
Keywords:
asynchronous learning, online education, student engagement, interactive technologies, design-based research
