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This study investigates a perceived student performance disparity between traditional synchronous and web-based asynchronous course delivery. Synchronous classes meet face-to-face or online with scheduled meeting times and the ability to directly monitor class attendance and participation. Asynchronous classes are 100% online, requiring no face-to-face or online live sessions. This study identifies student attributes associated with performance differences in the two delivery modes. The authors examine data from over 15,000 students who took introductory financial and managerial accounting classes at a large state university. The authors analyze student demographic and class performance data. Controlling for instructor and year effects, the authors find a statistically significant lower DFW rate (better performance) in the synchronous introductory accounting classes compared to the asynchronous ones. Using these findings, the authors revised scheduling and advising protocols to improve student success likelihood in the asynchronous sections. This study provides two insights applicable to many accounting departments. First, the results suggest that empirically exploring student performance implications may be warranted as the number of web-based asynchronous class offerings grow. Additionally, the study provides an example of working within the limitations of existing registration policies and systems to translate the result of the analysis into improved advising and scheduling approaches.

Internet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.

This research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.

The findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.

The outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.

This is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.

Identifies a set of expectations about information technology (IT) adoption and usage in work groups, based on prior theory. Describes a longitudinal study on the adoption and usage of asynchronous technologies in small face‐to‐face groups. Compares observations with expectations. Concludes that expectations were generally supported except in one case, where file transfer was used synchronously to support face‐to‐face interaction. Observed one use of asynchronous technology to maintain social distance because of poor relationships. Discusses the implications of the findings. Offers possible areas of future research.

The purpose of this study is to characterize learning from asynchronous sources among research and development (R&D) personnel. It aims to examine four aspects of asynchronous source learning: employee preferences regarding self‐learning; extent of source usage; employee satisfaction with these sources and the effect of the sources on the workplace.

A total of 120 R&D employees of a high‐tech firm were administered questionnaires consisting of open‐ended and close‐ended questions regarding different features of asynchronous learning.

The study finds that a synchronous sources are highly utilized by employees and are used both for general‐purpose learning and solving specific problems. Despite the high usage and satisfaction from these sources, we do not find evidence to support the creation of an expert community of practice.

The research is limited to a single, albeit large, firm. Possibly, in different organizational, cultural or geographical settings, expert communities of knowledge may be created in a more pronounced manner.

Managers should: consult with employees as to what they need most to complement the asynchronous sources; put more emphasize on measuring satisfaction from asynchronous sources to predict the value of these sources to the organization; and encourage and ensure the creation of an expert community of practice and support and maintain it thereafter.

Empirical research about the implications of asynchronous sources on the workplace is scarce. This paper complements previous research and provides new insight into understanding these effects.

Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition.

The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data.

Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent.

Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues.

This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons.

The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population.

By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online education's positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students.

This research collected data from the students undergoing synchronous and asynchronous learning amidst the COVID-19 Pandemic. The data were collected (N = 655) from various students taking online classes during the pandemic. A questionnaire survey was distributed to the students through online platforms to collect the data. In this research, the authors have collected data using simple random sampling, and the same has been used for data analysis using SPSS version 26. The collected data were exposed to a factor analysis using a principal component analysis technique to reduce the vast dimensions.

The study findings show that synchronous learning is sometimes stressful, placing more responsibility on students mainly because of the increased screen time. At the same time, asynchronous learning allows the students to self-explore and research the topics assigned to them. Students also felt that asynchronous activities create a burden because of many written assignments to be submitted within a short period. Overall, the COVID-19 pandemic has been challenging for the students and the teachers. However, teachers have helped students to learn through digital platforms. The majority of the respondents opined that technological disruptions and death in the family circle had been significant reasons for not concentrating during online classes. However, the combination of synchronous and asynchronous learning has led to a balanced education.

Higher education has undergone multiple transformations in a short period (from March 2020, 2021 and beyond). Educational institutions underwent a rapid transition in remote teaching and learning in the initial stages. As time progressed, educational institutions did course navigation where they relooked into their course plans, syllabus and brought a structural change to match the pandemic requirements. Meanwhile, educational institutions slowly equipped themselves with infrastructure facilities to bring academic integrity. At present, educational institutions are ready to face the new normality without disrupting services to society.

Educational institutions create intellectual capital, which is important for the development of the economy. In the light of COVID-19, there are new methods and approaches newly introduced or old methods and approaches, which are reimplemented, and these approaches always work for the benefit of the student community.

The authors collected data during the COVID-19 pandemic; it helped capture the students' experience about synchronous and asynchronous learning. Students and faculty members are newly exposed to synchronous and asynchronous learning, and hence, it is essential to determine the outcome that will help many stakeholders.

The purpose of this paper is to create a “go-to-guide” of best practices in the creation of asynchronous courses. Due to the global pandemic, millions of students around the world transitioned from in-class instruction to online programs, which ranged from completely synchronous classrooms to completely asynchronous classrooms. Students were forced to learn how to engage within an online classroom environment with minimal notice and instructors were abruptly thrusted into a different operational environment, with many required to construct educational ecosystems in an unfamiliar and digitized interface. This led to several actions and the utilization of a multitude of different teaching techniques, many of which were poorly implemented.

Key words, “Asynchronous learning”, “Learning”, “Feedback”, “Online Instruction”, and “Classroom Design” were searched in online data bases (Google Scholar, PubMed, EBSCO and Data Base of Open Access Journals). These then were read by the authorial team and authoritative papers were selected by the team based on the frequency of utilization by other papers in the field and the utility of these papers for the design of asynchronous courses.

This paper explores asynchronous learning from the perspective of how instructional science and learning science can be applied to create the best classroom for both pupil and instructor.

It looks to provide a go-to-guide for best practices in asynchronous learning and the development of K-12 classrooms, graduate and medical school classrooms and finally continuous medical education classrooms. Finally, this guide looks to facilitate the development of master instructors through statements on how to properly provide feedback to students.

Power consumption is a top priority in high-performance asynchronous circuit design today. The purpose of this study is to provide a spatial correlation-aware statistical dual-threshold voltage design method for low-power design of template-based asynchronous circuits.

In this paper, the authors proposed a statistical dual-threshold voltage design of template-based asynchronous circuits considering process variations with spatial correlation. The utilized circuit model is an extended Timed Petri-Net which captures the dynamic behavior of the asynchronous circuit with statistical delay and power values. To have a more comprehensive framework, the authors model the spatial correlation information of the circuit. The authors applied a genetic optimization algorithm that uses a two-dimensional graph to calculate the power and performance of each threshold voltage assignment.

Experimental results show that using this statistically aware optimization, leakage power of asynchronous circuits can be reduced up to 3X. The authors also show that the spatial correlation may lead to large errors if not being considered in the design of dual-threshold-voltage asynchronous circuits.

The proposed framework is the scheme giving a low-power design of asynchronous circuits compared to other schemes. The comparison exhibits that the proposed method has better results in terms of performance and power. To consider the process variations with spatial correlation, the authors apply the principle component analysis method to transform the correlated variables into uncorrelated ones.

Drawing on the ideas of conversation analysis (CA), the purpose of this paper is to elaborate the picture of dialogical information seeking and sharing. To this end, information seeking and sharing are approached as interactive online talk occurring in an asynchronous discussion forum.

The conceptual framework is based on the elaboration of Schegloff’s model for sequence organisation in spoken conversation. As a result, ten categories constitutive of asynchronous online talk were identified. It was further examined how online talk of this type is structured by expanded question – answers adjacency pairs and how such pairs are constitutive of dialogical information seeking and sharing. This question was explored by scrutinising 20 discussion threads downloaded from a do-it-yourself related online forum.

Four ideal typical patterns of asynchronous online talk were identified. Answering the question is a basic pattern of online talk, based on the provision of responses to an individual request. Specifying the answer, broadening the discussion topic and challenging the answer represent more sophisticated patterns incorporating post-expansions of diverse kind.

As the study focusses on four patterns constitutive of online talk occurring in a particular domain, the findings cannot be generalised to depict the phenomena of dialogical information interaction as a whole. Further research is needed to scrutiny the particular features of asynchronous online talk in the context of dialogical information interaction.

The paper pioneers by examining the potential of CA in the micro-level study of dialogical information seeking and sharing structured by expanded adjacency pairs. The findings also identify the limitations of the conversation analytic methodology in the study of asynchronous online discourse.