Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

Abstract

Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students’ academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes) in the online study mode of an enabling program at Southern Cross University in Australia. The Preparing for Success at SCU Program equips students with study skills for success at university. The data were retrieved from usage information data provided by the Blackboard Learn learning management system. The results show that it is important for students to attend class, but it does not necessarily make a difference whether students attend synchronous virtual classes or watch the recordings of the virtual classes. A significant relationship was found between academic success and the number of hours students participated in and interacted with the online learning system. Academic success may be increased by providing various options for students to participate and interact online, and to attend classes synchronously or asynchronously. The flexibility of online education can enable students to be successful in their studies. The inclusion of varied activities is therefore recommended to increase academic success in online education.

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