Synchronous vs. Asynchronous: A Critical Analysis of Learning Outcomes and Student Well-being

Abstract

The global pandemic worldwide forced a sharp transition to learning online, which has changed the face of education irreversibly.  We had to take an important decision between synchronous (real-time) and asynchronous training in this new setting.  Using our firsthand experiences at a women's college in India, India, this paper is beyond a direct technical comparison to provide an important examination of methods in which both these methods affect students' learning and welfare. We say that student welfare is an equally important success criteria, which is in the form of academic achievement, which L. On special focus on. Our findings, which come from a mixed-methods study, highlight a remarkable contradiction with our graduate students: synchronous classes promote community spirit, but can often increase stress and individual students who are experiencing digital.  On the other hand, asynchronous learning provides essential flexibility, but may result in the feelings of loneliness.  We argue that a carefully balanced academic approach is not only an option, but also needs to make education effective in both egalitarian and our settings.

Keywords: synchronous learning, asynchronous learning, student well-being, digital pedagogy, learning outcomes, educational technology.