Journal of Counselor Preparation and Supervision
Author ORCID Identifier
https://orcid.org/0000-0001-5511-0352
Document Type
Empirical Research Article
Keywords
asynchronous, synchronous, online counselor education
Subject Area
Counselor Education
Abstract
Using explanatory sequential mixed-methods design, we investigated counseling student outcomes and attitudes in asynchronous versus synchronous learning modalities. We studied whether asynchronous or synchronous learning contributed to differences in student outcomes on a final project in an Advanced Human Growth and Development course. Using a Kruskal-Wallis H test, we found no significant differences on final project scores among groups categorized according to the number of asynchronous and synchronous activities completed. We also explored the attitudes of online counseling students towards synchronous and asynchronous learning. Thematic analysis of open-ended surveys of 53 counseling students revealed four themes: enhanced learning experiences, advantages and barriers, anxiety, and considerations of priorities and time constraints. Results indicated a preference for synchronous learning when possible, leading to increased engagement and connection; however, time constraints and social burnout posed challenges to attending synchronous classes. Additionally, both synchronous and asynchronous learning manifested in anxiety for students. We also discussed limitations, implications, and suggestions for future research in counselor education.
DOI
http://dx.doi.org/10.70013/m6hyxs9y
Recommended Citation
Henry, H. L., Newkirk, K., & Guggenberger, L. (2025). The Power of Choice: Comparing Asynchronous and Synchronous Learning. Journal of Counselor Preparation and Supervision, 19(1). http://dx.doi.org/10.70013/m6hyxs9y
