University Students' Perspectives on Synchronous, Asynchronous, and Combined Virtual Learning Environments: Lessons Learned from the COVID-19 Pandemic
Year: 2025
Type: article
Abstract: Background: The COVID-19 pandemic significantly transformed higher education, shifting learning to digital platforms. This study explored university students’ perceptions of synchronous, asynchronous, and combined virtual learning during this period.Methods: This mixed-methods study involved surveying 361 students and conducting interviews with 15 individuals from September 2020 to July 2021 to explore undergraduate students’ attitudes and perceptions of asynchronous, synchronous, and combined virtual learning. Quantitative data from questionnaires were analyzed using t-tests, while qualitative data from interviews were analyzed using an empirical phenomenological approach. The questionnaire was distributed during the second academic semester, while interviews were conducted at the end of the second semester.Results: The findings revealed that students perceive combined communication as a more effective and high-quality method of learning compared to asynchronous and synchronous communication. The combined communication method was rated with a total mean of 3.58. In contrast, the asynchronous communication method was rated with a total mean of 3.02, and the synchronous communication method was rated with a total mean of 2.72. This could be attributed to the integration of traditional classroom learning with reflective techniques and the complementary use of both synchronous and asynchronous communication methods. Additionally, students have indicated that asynchronous communication is an effective means of compensating for missed synchronous classes and serves as a valuable backup in the event of technical issues. The combined communication also demonstrated advantages in time management, flexibility, and accelerated progress toward learning objectives. Furthermore, it helped maintain engagement by reducing repetitive content, boredom, and motivational slumps.Conclusion: This research suggests that educators teaching online courses should adopt a multi-modal communication strategy to address the limitations of each approach. By employing a range of communication methods, professors can leverage the strengths of each approach while mitigating its weaknesses.
Authors: Rasoul Bakhtiari, Zahra Habibzadeh
Institutions: Mehr Alborz University, Bu-Ali Sina University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6889896308