The Power of Choice: Comparing Asynchronous and Synchronous Learning.

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Bibliographic Details
Title:	The Power of Choice: Comparing Asynchronous and Synchronous Learning.
Authors:	Henry, Heidi L.¹ hhenry@sbu.edu, Newkirk, Kayla¹, Guggenberger, Lauren¹
Source:	Journal of Counselor Preparation & Supervision. 2025, Vol. 19 Issue 1, p1-18. 18p.
Subject Terms:	Student attitudes, Educational counseling, Asynchronous learning, Online education, Human growth
Abstract:	Using explanatory sequential mixed-methods design, we investigated counseling student outcomes and attitudes in asynchronous versus synchronous learning modalities. We studied whether asynchronous or synchronous learning contributed to differences in student outcomes on a final project in an Advanced Human Growth and Development course. Using a Kruskal-Wallis H test, we found no significant differences on final project scores among groups categorized according to the number of asynchronous and synchronous activities completed. We also explored the attitudes of online counseling students towards synchronous and asynchronous learning. Thematic analysis of open-ended surveys of 53 counseling students revealed four themes: enhanced learning experiences, advantages and barriers, anxiety, and considerations of priorities and time constraints. Results indicated a preference for synchronous learning when possible, leading to increased engagement and connection; however, time constraints and social burnout posed challenges to attending synchronous classes. Additionally, both synchronous and asynchronous learning manifested in anxiety for students. We also discussed limitations, implications, and suggestions for future research in counselor education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Using explanatory sequential mixed-methods design, we investigated counseling student outcomes and attitudes in asynchronous versus synchronous learning modalities. We studied whether asynchronous or synchronous learning contributed to differences in student outcomes on a final project in an Advanced Human Growth and Development course. Using a Kruskal-Wallis H test, we found no significant differences on final project scores among groups categorized according to the number of asynchronous and synchronous activities completed. We also explored the attitudes of online counseling students towards synchronous and asynchronous learning. Thematic analysis of open-ended surveys of 53 counseling students revealed four themes: enhanced learning experiences, advantages and barriers, anxiety, and considerations of priorities and time constraints. Results indicated a preference for synchronous learning when possible, leading to increased engagement and connection; however, time constraints and social burnout posed challenges to attending synchronous classes. Additionally, both synchronous and asynchronous learning manifested in anxiety for students. We also discussed limitations, implications, and suggestions for future research in counselor education. [ABSTRACT FROM AUTHOR]
ISSN:	21643288
DOI:	10.70013/m6hyxs9y