Comparing learning persistence and engagement in asynchronous and synchronous online learning, the role of autonomous academic motivation and time management

Abstract

ABSTRACT The surge of online learning has reshaped education by enhancing accessibility and flexibility. However, concerns about learning persistence and engagement in this context have emerged. This study targeted learning persistence and engagement in both asynchronous and synchronous online learning, and tried to investigate the difference in learning persistence and engagement between the two learning modes. Meanwhile, we were interested in how autonomous academic motivation and time management affect learning persistence and learning engagement and how these relationships differ in the two learning modes. Survey data from 306 Chinese university students were collected with four well-established scales. Results showed that learning engagement and persistence levels were higher in synchronous than asynchronous online learning mode. Autonomous academic motivation positively influenced both engagement and persistence, with learning engagement mediating the academic motivation-persistence relationship across two online learning modes. Importantly, time management skills moderated the relationship between autonomous academic motivation and learning persistence solely in the synchronous online learning mode. In other words, the effect of autonomous academic motivation on learning persistence was stronger when time management ability was higher in the synchronous online learning mode. Findings of the study hold implications for educators and institutions striving to enhance the effectiveness of online education.