An Analysis of Synchronous and Asynchronous Online Undergraduate Learning During the COVID Pandemic

Abstract

In response to the COVID pandemic, university classes across the world were forced online. In this research, we explored students’ experiences in emergency online learning in two undergraduate business classes. Where the literature on online learning has traditionally focused on those students who chose online learning, in light of recent shifts in education, online learning continues to increase its prevalent in the education of all students, even those who would not have traditionally chosen this medium. In this research, through the use of learning platform metadata and students survey responses, we examined the impact of the various pedagogical techniques used in the online classroom and their ability to maintain high student motivation. Ultimately, we concluded that providing multiple opportunities for engagement through the use of both synchronous and asynchronous tools in is crucial to promoting student motivation, learning and course success. Implications for classroom instruction and further research will be discussed.