Asynchronous learning is an educational approach in which learners access materials, complete activities, and communicate with instructors on their own schedule rather than in real time. In contrast, synchronous learning occurs when all participants engage in learning simultaneously, such as in a traditional classroom or live virtual session. Although many people associate online, asynchronous learning with the COVID-19 pandemic, forms of asynchronous distance learning—such as correspondence courses—have existed since the 19th century, long before the internet (Gershon, 2020).  

Asynchronous learning often meets the needs of adult learners, as it is self-directed and allows participants to engage with course content at their own pace and according to their individual schedules. This flexibility can support deeper engagement by giving learners time to process information thoughtfully, and the reduced reliance on fixed deadlines often contributes to lower stress levels.

The benefits of asynchronous learning are well documented. While learners may sometimes self-enroll in asynchronous courses, leaders are often responsible for selecting and assigning educational opportunities. In this case, several aspects must be considered to ensure successful enrollment, engagement, and completion.

• Communicate clearly about enrollment and next steps. It’s important to engage in closed-loop communication. Even if the learner is expecting enrollment, leaders should reach out to inform them that they have completed enrollment and outline the expected next steps. This is a great opportunity to build enthusiasm for the education session. Get learners excited about the opportunity and its impact on their practice.
• Set clear expectations. How long is the course available for? How long is it expected to take? When is the learner expected to complete the course by? What should the learner do when the course is complete? Are continuing education credits provided? Addressing questions like these helps set learners up for success.
• Seek feedback on the process of registering and completing the course. This will help set future learners up for success.
• Consider how learning can be integrated into organizational practice. For example, if the learner is taking an online preceptor training, consider connecting with the learner to discuss what this means in practice at the organization and what it means to be a preceptor there.

Asynchronous learning offers numerous benefits, particularly for adult learners who value flexibility and self-directed learning. However, leader involvement remains critical. Clear communication, realistic expectations, feedback, and opportunities to apply new knowledge can enhance learner engagement, knowledge retention, and successful course completion. 

Jessica Ociepka, MSN, RN-BC
Iowa Online Nurse Residency Program Coordinator
jessica-ociepka@uiowa.edu

References

Gershon, L. (2020). Three centuries of distance learning. JSTOR Daily. https://daily.jstor.org/three-centuries-of-distance-learning/