Significant Features of Asynchronous Learning

Abstract

The development of computer-mediated asynchronous platforms for the delivery of online coursework brings college professors new questions about the features these platforms offer and the degree to which each feature is significant to the achievement of students. Are all features designed in the same way across platforms? Are there some features which are more reliable, easier to operate and more attractive to students who use them? Which of the features can be connected with objective measures of achievement? Is the type of use given to the feature by an instructor a significant element of the feature?