Abstract:

Between 2015 and 2019, Aarhus University Herning integrated online learning into electronics and energy technology studies alongside traditional classroom teaching. The program employs a flipped learning approach, allowing students to engage with course materials before class, leaving classroom time for discussions and problem-solving tasks. Online students are categorized as synchronous, engaging in real-time teaching, and asynchronous, accessing recorded sessions at their convenience. Each student type at AU Herning has a designated learning space, focusing on exercises related to theory acquired through pre-class activities.

However, understanding the asynchronous student’s learning space still remains a challenge.
This paper, therefore, investigates the learning practices, study habits, and challenges faced by this student group, in order for us, as instructors at AU, to enhance our own teaching performance, student outcomes, engagement, and satisfaction.

A survey which is based on a semi-structured interview approach based on questionnaire from 21 asynchronous student spanning 1st to 7th semesters was performed. The data reveal that the majority of asynchronous students are typically above 30 years old, highly independent, and motivated individuals, often juggling full-time or half-time work and family responsibilities. Time limitation is a significant stress factor, with a weekly expected workload of approximately 50 hours for studies.

Among the findings, it is observed that many asynchronous students employ skimming strategies for both when reading the course literature as well as when watching the video materials. The asynchronous students use the course material more as a table collection when solving exercises – this indicates that the highest learning outcomes stem from these exercises. The study also reveals that asynchronous students seldom reach out to instructors when facing challenges with course tasks. This reluctance is attributed to various factors, including their late work hours and a preference for only wanting to ask well-researched and clearly defined questions.

Additionally, successful higher-semester asynchronous students highlight the importance of group interaction through social online platforms, such as Discord, as a crucial factor contributing to academic success. This interaction not only fosters academic discussions leading to group learning but also nurtures social cohesion and a sense of belonging. Importantly, these interactions alleviate concerns about missing critical information, providing a sense of reassurance.

Keywords:

Asynchronous student learning space, flipped learning, online learning.