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DOI: https://doi.org/10.63345/ijre.v14.i8.2
Dr. Gaurav Raj
SSET, Sharda University, Greater Noida , India
Abstract
Asynchronous and synchronous learning represent two dominant paradigms in online education, each with distinct pedagogical affordances and challenges. Asynchronous learning—characterized by pre‑recorded lectures, discussion boards, and self‑paced activities—allows students to access materials at any time, supporting learners with diverse schedules, learning speeds, and cognitive needs. Synchronous learning, in contrast, relies on real‑time interactions through virtual classrooms, video conferencing, and live discussions that replicate the immediacy of face‑to‑face settings. This study employs a mixed‑methods design combining survey responses from 200 higher education students and thematic analysis of their open‑ended comments to examine differences in perceived learning effectiveness, engagement, satisfaction, social presence, and technical hurdles. Quantitative analyses reveal that synchronous sessions yield significantly higher engagement and social presence scores, while asynchronous modules offer greater flexibility and self‑regulated learning opportunities. Qualitatively, students emphasize that asynchronous formats foster deeper reflection and accommodate personal time constraints, whereas synchronous sessions strengthen community bonds and facilitate instant feedback—albeit at the expense of scheduling rigidity and “Zoom fatigue.” By triangulating statistical results with learner narratives, we identify key instructional design principles: align modality choice with specific learning objectives, incorporate structured opportunities for interaction in asynchronous courses, and provide downloadable resources to mitigate connectivity issues in synchronous environments. Drawing on these insights, the paper concludes with actionable recommendations for blending asynchronous and synchronous elements in course design to maximize both cognitive and social dimensions of online learning.
Keywords
Asynchronous Learning, Synchronous Learning, Higher Education, Online Pedagogy, Student Engagement
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