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Related Experiment Video

Updated: Apr 2, 2026

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
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Exploring synchronous, asynchronous, and conventional online courses in higher education.

Eunkyung Moon1, Won Sug Shin2

  • 1Center for Teaching and Learning, Eulji University, Seongnam-si, Gyeonggi-do, South Korea.

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|March 31, 2026
PubMed
Summary

Conventional online courses (COC) yield higher learner satisfaction than synchronous (Syn) and asynchronous (Asyn) online learning. Modality-specific design is crucial for effective online learning environments.

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Area of Science:

  • Educational Technology
  • Information Systems

Background:

  • Online learning has grown significantly, but understanding how different modalities affect learner perception and continuation intention remains limited.
  • Existing research often overlooks the nuanced differences between synchronous, asynchronous, and conventional online course designs.

Purpose of the Study:

  • To compare three online learning modalities: synchronous (Syn), asynchronous (Asyn), and conventional online courses (COC).
  • To analyze how these modalities influence learners' perceptions and continuance intention using an extended Information Systems Success Model (ISSM).
  • To investigate differences in ISSM construct means and structural paths across the modalities.

Main Methods:

  • Survey data collected from 795 undergraduate students in South Korea.
  • Analysis employed latent mean analysis and multi-group structural equation modeling (SEM).
  • The extended ISSM included system quality (SQ), information quality (IQ), teaching presence (TP), self-efficacy (SE), perceived usefulness (PU), learning satisfaction (LS), and continuance intention (CI).

Main Results:

  • Conventional online courses (COC) showed consistently higher latent mean values for ISSM constructs compared to Syn and Asyn modalities.
  • Multi-group analysis revealed significant modality-specific variations in the relationships between ISSM variables.
  • Key relationships, such as IQ → LS and PU → CI, were strongest within the COC model.

Conclusions:

  • Synchronous, asynchronous, and conventional online courses engage ISSM mechanisms differently.
  • Systematically designed courses (COC) appear more effective in fostering positive learner perceptions and satisfaction.
  • Modality-sensitive instructional and system design is essential for optimizing online learning environments, enhancing satisfaction, and ensuring sustainability.