Asynchronous and Synchronous Online Learning During a Pandemic

Throughout the 21st century, distance learning—and online learning in particular—has been the most consistent growth area within U.S. higher education. This has continued to be true, even during recent years of overall enrollment declines (Allen et al., 2016). The National Center for Education Statistics (2021) reported that in the 2018-19 year, 79% of U.S. degree granting institutions offered either standalone online courses or fully online programs and 56% offered both. This was especially pronounced at public colleges and universities, where 97% of two-year and 96% of four-year institutions offered some form distance learning.

The benefits afforded by online/distance education, include “anytime, anywhere” access and flexibility for students whose employment, family, health and/or other circumstances make adherence to traditional academic schedules and locations difficult or not possible. Higher education institutions can also benefit from increased enrollments and by offering their programs to students outside their traditional service areas (Clinefelter & Aslanian, 2015). This had led to online/distance education becoming institutionalized within numerous colleges and universities and an essential component of their strategic planning (Piña, 2008). A survey of chief academic officers at 2,807 postsecondary institutions indicated that more than 70% consider online education to be critical to their institution’s longterm strategy, compared to less than 50% in 2002 (Allen & Seaman, 2015). Prior to the COVID-19 pandemic, it was estimated that more than 1/3 of post-secondary students in the U.S. were enrolled in at least one online course (National Center for Education Statistics, 2019a, 2019b; Seaman et al., 2018).