Perceived Impact of Asynchronous E-Learning After Long-Term Use: Implications for Design and Development

Abstract

This article presents an evaluation of web-based, asynchronous e-learning in academic education, reflecting on its adoption and use in conjunction to teaching in the classroom. The principal aim of the study was to identify the implications of asynchronous e-learning to (a) students' and teachers' overall satisfaction and perceived performance, (b) the organization and management of learning, and (c) social interaction and collaboration between/among students and teachers. The results provide insights for important interaction design and development issues in e-learning such as note-taking and annotations on e-learning content, student comprehension and satisfaction, skipping courses, cost-effective educational and time management, social awareness, collaboration, “flaming,” and “border-crossing.” The study reports on issues that need to be considered by human–computer interaction researchers, interaction design practitioners, and usability professionals and are complementary to usability and accessibility work in e-learning evaluation studies.