Accompanying the projected growth in computers, bandwidth improvements will make Internet use a more satisfying experience, leading to increased usage. It follows that faculty in higher education will explore strategies that increase student achievement and satisfaction in asynchronous teaching and learning. Use of the Internet for course and program delivery will increase. The potential of the Web as both a set of tools and a medium for course delivery offers limitless possibilities for creating innovative course design that can be more effective than some classroom experiences (Hafner & Oblinger, 1998). There is evidence that building an online community begins with establishing good online program administration. Central to this is the infrastructure to support online delivery coupled with the faculty who create, deliver, and manage the courses. The debate continues among educators as to the effectiveness of asynchronous teaching and learning in higher education. Some argue it provides a new context for teaching and learning, chiefly because it removes the constraints of time and physical presence.
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Adams, P., Dugas, J., Fleck, R., & McQueen, T. (2001). Asynchronous Course Delivery: Instructor and Student Views. Perspectives In Learning, 2 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol2/iss1/8