Our interventions demonstrated that purposefully designed asynchronous learning experiences can increase active participation. However, without purposeful design, increases occur only for intrinsically motivated students. Despite best design intentions, extrinsically motivated and time-poor students resist new technologies, seeking efficiency in completing requirements.

The most effective course (Course B) was designed from inception for asynchronous learners with strong assessment alignment and committed faculty. Other courses, modified from existing structures, showed less dramatic improvements.

Key findings:

1. Students need choices – no single approach works for all
2. Faculty presence and engagement is crucial
3. Assessment alignment drives technology adoption
4. Balance between synchronous and asynchronous elements is important
5. Time constraints significantly impact participation

This research contributes to understanding how active faculty participation in asynchronous environments creates personable connections beyond traditional teaching presence. Future research should explore this enhanced teaching presence that incorporates care and empathy through asynchronous tools, moving beyond welcome videos to genuine human connection in online learning.