Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning

Abstract

Colleges and universities in the United States swiftly shifted campus-based classes to virtual spaces as a response to extended campus closures necessitated by the COVID-19 pandemic. Synchronous online courses were mandated as a replacement for traditional face-to-face classes in many higher education institutions. We understand that the benefits and drawbacks of synchronous courses need to be reviewed in this environment that has been heavily impacted by the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021 semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the early phase of the pandemic, which increased their preference for the synchronous modality. The results of Study 2 suggest that the perceived isolation effect no longer held. The results from both studies confirm that students prefer an equal split between synchronous and asynchronous components for conceptual courses but prefer additional synchronous components for quantitative courses. A series of regression analyses was conducted to account for such preferences. The results urge educators and administrators to develop a hybrid approach that leverages the benefits of synchronous and asynchronous courses and optimizes online learning and teaching experiences.