Journal Article

Randomized controlled trial of asynchronous vs. synchronous online teaching formats: equal knowledge after training, greater acceptance and lower intrinsic motivation through asynchronous online learning

Triebner, Nina, Zsifkovits, Monika, Kornhuber, Johannes, Spitzer, Philipp, Amplatz, Lukas, Utz, Janine

2025

Overview

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.

• Publisher: BioMed Central,BioMed Central Ltd,Springer Nature B.V,BMC
• Subject: Adult / Allied Health Personnel - education / Asynchronous online learning / Case studies / Collaboration / Communication Skills / Competence / Computer-Assisted Instruction - methods / Distance Education / Distance learning / Education / Education, Distance - methods / Educational aspects / Educational objectives / Electronic Learning / Evaluation / Feedback / Female / Flexibility / Gamification / Humans / Instructional design / Instructional Effectiveness / Instructional Materials / Intrinsic motivation / Knowledge / Knowledge Level / Learner Engagement / Learning Motivation / Learning Processes / Lecture Method / Male / Medical Education / Medical Services / Mental Disorders / Meta Analysis / Methods / Motivation / Multimedia / Multiple choice / Multiple Choice Tests / Online Courses / Online education / Online instruction / Online learning / Outcomes of Education / Paramedics / Participant Satisfaction / Psychiatry / Psychological Needs / Public speaking / Publish or Perish Issue / Questionnaires / Resilience (Psychology) / Self Motivation / Self-determination theory / Student Motivation / Student Satisfaction / Students / Success / Supervision / Synchronous online learning / Teaching / Test Results / Theory of Medicine/Bioethics