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This study aimed to investigate elementary learners’ emotions, emotion regulation, and enjoyment as they experienced asynchronous online learning in the post-pandemic context. Gross’s (2006) Process Model of Emotion Regulation was used to investigate the interrelationships between these three components, resulting in theoretical and practical advancement in the field of study. A total of 14 Malaysian elementary learners participated in this study. Data were collected through interviews and observations. Thematic analysis revealed two primary domains of emotion regulation that affect learners’ enjoyment of asynchronous online learning: situational control and cognition/internal control. The analysis also identified both positive and negative activating emotions as significant components that optimise elementary learners’ enjoyment. It is also critical to confront negative deactivating emotions promptly to prevent learners’ enjoyment from being impeded. Regarding the interrelationships between emotions, emotion regulation and enjoyment, learners’ enjoyment is increased or retained when emotions are effectively regulated; emotions take the lead when emotion regulation is lacking or ineffective, which in turn impacts the rise or fall in enjoyment. The implications provide instructors with encouragement to thoughtfully plan asynchronous online learning that takes elementary learners’ optimal emotional and enjoyment fulfilment into account, utilising emotion regulation as a mediator. This study aimed to investigate elementary learners’ emotions, emotion regulation, and enjoyment as they experienced asynchronous online learning in the post-pandemic context. Gross’s (2006) Process Model of Emotion Regulation was used to investigate the interrelationships between these three components, resulting in theoretical and practical advancement in the field of study. A total of 14 Malaysian elementary learners participated in this study. Data were collected through interviews and observations. Thematic analysis revealed two primary domains of emotion regulation that affect learners’ enjoyment of asynchronous online learning: situational control and cognition/internal control. The analysis also identified both positive and negative activating emotions as significant components that optimise elementary learners’ enjoyment. It is also critical to confront negative deactivating emotions promptly to prevent learners’ enjoyment from being impeded. Regarding the interrelationships between emotions, emotion regulation and enjoyment, learners’ enjoyment is increased or retained when emotions are effectively regulated; emotions take the lead when emotion regulation is lacking or ineffective, which in turn impacts the rise or fall in enjoyment. The implications provide instructors with encouragement to thoughtfully plan asynchronous online learning that takes elementary learners’ optimal emotional and enjoyment fulfilment into account, utilising emotion regulation as a mediator.

Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally.   Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from \"The Student Satisfaction Survey\" developed by Strachota (2006) were utilized in this study. The survey included items in the following categories: demographics, learner instructor's interaction, learner-peer interaction, and lastly general satisfaction. The researcher reformulated the questions to suit the target group and some questions were changed to suit the target audience.  Results: Remarkably, the data show that there is no direct relationship between demographic factors and student satisfaction with asynchronous online learning. On the other hand, there is a strong and noticeable relationship between students' satisfaction with asynchronous online learning and student-instructor interaction. There is also a correlation between students' satisfaction with asynchronous online learning and student-peer interaction.   Conclusions: The students of the College of Sharia Sciences are on the whole very satisfied with asynchronous online learning; they consider it a very successful experience and recommend its use by students in other educational institutions.

Asynchronous online learning has gained great popularity in higher education, especially due to the recent COVID-19 pandemic. However, few studies have investigated how to maintain students’ continuous usage intention of asynchronous online courses in the context of higher education. This study incorporated four key factors (intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement) associated with students’ continuous usage intention of asynchronous online courses into technology acceptance model (TAM) to identify the influencing factors on students’ continuous usage intention. A survey with 325 college students was conducted to explore their continuous usage intention of asynchronous online courses and structural equation modeling analysis was carried out to analyze the relationships between the key influencing factors and students’ continuous usage intention. The results showed that cognitive engagement was the only factor that directly related to continuous usage intention. Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly correlated with students’ continuous usage intention through different pathways. The results of the study have several theoretical and practical implications. Theoretically, the study verified what key learning factors incorporated into TAM and in what way they relate to the continuous usage intention of asynchronous online courses. Practically, the present study indicated that it is required to take intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement and TAM into consideration when designing and conducting asynchronous online learning courses to ensure college students’ continuous usage intention of asynchronous online courses.

Prior to the coronavirus disease 2019 (COVID-19) pandemic, due to the rarity of pandemics in recent centuries, suitable conditions did not exist in educational institutions for the implementation of asynchronous distance teaching. No empirical studies have been conducted on whether the considerable environmental changes caused by COVID-19 have affected students’ online learning behaviors. Therefore, this study collected information on students’ online learning behaviors during the COVID-19 pandemic and other periods to examine whether pandemic-caused environmental changes affected students’ online learning behaviors. This study focuses on the 60-day transmission after the beginning of the second semester of the 2019 academic year. The data source was from a comparative assessment between the pandemic group (331 students) and the control group (101 students). The Spearman Rank Correlation Test and the Wilcoxon signed-rank test were used as our statistical methods. This paper presents preliminary results on how COVID-19 has affected students’ online learning behaviors and proposes asynchronous online learning as a method for maintaining university students’ learning during the COVID-19 pandemic.

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge. Teachers’ perceptions of their experiences both in surveys and interviews demonstrated high satisfaction with the quality and usability of the PD, including positive beliefs related to the social capital elements of tie quality, depth of interaction, and access to expertise. Further transactivity analyses of their interactions in course discussions showed higher levels of collaborative discourse resulting from prompts that specifically targeted the exchange of information over those that asked teachers to reflect about their content understanding or their classroom practice. Implications for this design for asynchronous online PD approaches to reach more teachers are discussed.

Background The growing importance of online education in recent years has led to an increased focus on implementing and optimizing online learning formats. This study investigated how a lecture delivered in an asynchronous or synchronous online teaching format affects acceptance, intrinsic motivation and knowledge levels after training. The results can be used to optimize online education by identifying format-specific advantages and adapting them to learners’ needs. Methods All the Styrian paramedics ( N  = 5910) were invited to participate in the study and randomly assigned to one of two groups. A total of 1044 participants completed the trial, with one group receiving asynchronous training via a learning platform ( N  = 545) and the other group participating in synchronous training via webinars ( N  = 499) providing the same content. After completing a two-hour psychiatric emergency course, the participants were invited to complete a multiple-choice test and a survey assessing acceptance, preferences and intrinsic motivation. Linear regression, t tests and mediation analyses were conducted. Results The asynchronous training format was significantly more accepted ( p  <.001) and preferred overall. The participants’ preferences depended significantly on the type of learning format ( p  <.001). The synchronous learning format fostered greater intrinsic motivation ( p  =.001) and greater perceived autonomy ( p  <.001) but also a higher level of perceived pressure/tension ( p  =.003). The analysis revealed no significant difference in test results ( p  =.449) or perceived competence between the groups ( p  =.420). Furthermore, the difference in intrinsic motivation was fully mediated by perceived autonomy. Conclusions There are different advantages and disadvantages to providing a lecture via webinar or online learning platform. Both formats are equally effective in terms of knowledge levels after training, highlighting the importance of adapting teaching strategies to learners’ preferences.

One current focus of research regarding online courses concentrates on identifying effective design and delivery methodologies. This non-experimental comparative research study investigated two types of learner-to-learner interaction techniques: designed and contextual interactions and their effects on learner achievement, social presence, interaction quality and learning satisfaction in online asynchronous courses. Designed interactions have a high level of collaborative/cooperative instructional intent. Contextual interactions provide the opportunity for interaction but have little or no collaborative/cooperative instructional intent. Results indicate designed interactions or interactions that have high levels of collaborative/cooperative intent positively affect learner achievement and satisfaction. Results also indicate that a high level of instructor social presence has positive effects on student achievement and learning satisfaction. The results continue to reveal that a high level of interactive quality significantly affects levels of instructor and learner social presence as well as learner satisfaction.

This article outlines the redesign of an undergraduate digital learning theories course, integrating scenario-based learning (SBL) and Universal Design for Learning (UDL) principles. The article incorporates scenario-based instruction using Articulate Rise 360, focusing on real-world challenges to enhance learner engagement and applicability. This redesign specifically addresses all three UDL principles by integrating multiple means of representation, action and expression, and engagement, ensuring that the course caters to diverse learner needs and preferences, The article details the methodology, design context and proactive design approach, emphasizing learner variability and environment. It anticipates boosting student confidence in applying learning theories and preparing them for real-world instructional design roles. The article documents this redesign process, offering a replicable model for asynchronous online course revitalization and highlighting the significance of inclusive instructional practices.

Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.

The self-paced nature of asynchronous online learning (AOL) is recognized as an obstacle that disrupts student success in the learning environment. Without on-time interventions provided by instructors, students find it challenging to use learning strategies tailored to the learning environment, and their use of self-regulated learning (SRL) strategies has been regarded one of the key indicators of success in AOL. To examine how student SRL strategies are associated with their video engagement trajectory and learning outcomes, we used student video engagement data collected at multiple time points. Participants were 159 students who were taking a self-paced asynchronous online statistics course. Results revealed that student video engagement was found to increase over time and student management strategies contributed to the upward change. We also found that the growth of engagement predicted student achievement in the course. Our findings shed light on instructional strategies to support students in AOL contexts.