Doctoral Dissertations

Orcid ID

https://orcid.org/0009-0005-6810-9082

Date of Award

12-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Rachel Wong

Committee Members

Enilda Romero-Hall, Jennifer A. Morrow, Miriam B. Larson

Abstract

Asynchronous learning is becoming increasingly prevalent, making it essential to ensure its effectiveness for the academic success and satisfaction of distance learners. Designing interactive engagement in asynchronous courses is a challenge for many asynchronous instructors. This study aims to investigate students’ perspectives and experiences regarding interactions within asynchronous courses and explore effective instructional design strategies to integrate meaningful interactions to foster students’ learning.

This dissertation research addresses three primary questions: (1) What is the relationship between students’ general satisfaction and diverse types of interactions, including learner-learner, learner-content, learner-instructor, and learner-interface interactions? (2) How do students rank the importance of these interactions? (3) What strategies do instructors use to facilitate these interactions?

Data were collected from 378 students using an online survey, and from 14 experienced asynchronous course instructors through qualitative interviews conducted via Zoom. For the survey quantitative data, correlations and multiple regression analysis were performed using SPSS, while interview qualitative data was analyzed using NVivo with descriptive coding.

The results of this study reveal that learner-content interaction is the strongest predictor of student satisfaction in asynchronous courses, highlighting the importance of high-quality, multimedia-rich, and well-organized course materials. While learner-instructor interaction also significantly influences satisfaction, the study emphasizes the need for timely communication, clear guidance, and a strong instructor presence. Additionally, the findings underscore the role of user-friendly technological platforms and the integration of peer interaction to foster a supportive learning community. Furthermore, the interviews with experienced instructors indicate that strategies such as the use of instructional videos, guided learning paths, and collaborative platforms, etc. are vital for improving learner engagement and success.

The findings suggest that enhancing student satisfaction and learning outcomes in asynchronous learning environments requires a balanced approach that prioritizes content quality, effective instructor support, and accessible technology. These insights contribute to the ongoing development of best practices in asynchronous course design, providing actionable recommendations that educators and instructional designers can implement to optimize the effectiveness of their courses.

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