Abstract
Asynchronous learning time styles and their outcomes were investigated in this paper. First, based on analyzing the distribution learning time, four kinds of asynchronous learning styles were identified. They are the dedication-less, the perseverance-less, the crammer and the step-by-step style s. Second, the interactions among students and instructors were analyzed. Finally, two conclusions were obtained after the use of statistical and analytical methods. (1) The step-by-step students obtained the highest achievement during the asynchronous learning processes. (2) In the interactive activities the step-by-step students often presented positive behavior, i.e., they often played the roles of “ question presenter” or “ assistant” ; the perseverance-less students often expressed their frustration or helplessness and sometimes complained, i.e., they often played the roles of “ pessimist” , “ whiner” , or “ criticizer ” ; the dedication-less students engaged in finding their partner and sometimes proposed questions to get answers; the crammer students seldom or never interacted with others.
| Keywords: | asynchronous distance learning; asynchronous learning style; time distribution; achievements |
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