Abstract:

Asynchronous online learning enables flexible access to educational resources and has become widely adopted in higher education. While this learning model allows students to study at their own pace, its effectiveness depends significantly on access to suitable digital devices and reliable internet connectivity. This study examines student experience and digital access in asynchronous learning environments across different academic levels within the Bachelor of Information Technology (BIT) programme at the University of Moratuwa, Sri Lanka. The study compares the academic performance of a cohort of students who completed the Semester 1 Mathematics & Statistics module and subsequently the Semester 3 Calculus module. These modules were selected because they share a mathematical foundation and are delivered in an asynchronous learning mode. Students initially encounter asynchronous learning in Semester 1 and by Semester 3, they have accumulated approximately one and a half years of experience, providing a basis for comparing adaptation and engagement over time. Findings indicate that device access is largely sufficient, with 84% of students owning personal devices and 86% primarily using laptops. Connectivity reliability remains the primary infrastructural constraint, with 45% of students relying on mobile data and 50% reporting moderate interruptions. Independent learning behaviour is predominant, with 65% of students seeking external online resources when encountering difficulties, compared to 25% who revisit course materials. Study patterns are more consistent in the Calculus module, reflecting improved engagement associated with prior exposure. The perceived impact of digital access issues increases with academic progression, rising from 13.6% in Mathematics & Statistics to 29.5% in Calculus. Overall, accumulated experience in asynchronous learning is associated with improved engagement and more consistent study behaviour. The increasing impact of connectivity limitations in later modules suggests that rising academic complexity amplifies the consequences of unstable digital access, potentially affecting students’ ability to sustain effective learning in more demanding contexts. This highlights the critical role of stable digital infrastructure in sustaining effective asynchronous learning, particularly in higher-level modules, and underscores the need for targeted support mechanisms to mitigate connectivity-related barriers.

Keywords:

Asynchronous learning, digital readiness, higher education, student performance, online learning environments.