Temporal trends in engagement with asynchronous e-learning
A longitudinal observation
Bibliographic Data
| ID | 22166006 |
|---|---|
| Authors | Martin Freesmeyer (0000-0002-6462-3851, Jena University Hospital, corresponding author), Philipp Seifert (0000-0002-3447-4971, Jena University Hospital), Christian Kühnel (0000-0003-3307-1772, Jena University Hospital) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-07-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1879790 |
| OpenAlex | W7167596956 |
| Language | EN |
| References cited | 14 |
The rapid adoption of asynchronous e-learning during the COVID-19 pandemic has raised questions regarding the sustainability of student engagement in digital teaching formats over time. The objective of this study was to examine the trends in participation over time in a mandatory asynchronous course within the domain of preclinical medical education. A longitudinal observational design was applied across multiple cohorts from summer term 2020 to winter term 2025/2026. The course structure, consisting of a video based learning module, a mandatory quiz for participation validation, and an optional synchronous consultation, remained unchanged throughout the study period. Participation, quiz completion, performance, and consultation attendance were assessed descriptively. A total of 703 students participated, of whom 628 completed the quiz. The number of participants per course ranged from 5 to 85, while the number of eligible students ranged from 398 to 745. Quiz completion among participants remained consistently high across all cohorts. Mean quiz scores ranged from 7.20 to 10.00 points. Participation in optional synchronous consultation ranged from 0 to 7 students. Over time, participation decreased, whereas quiz completion and performance among participating students remained stable. These findings indicate that temporal changes primarily affected initial engagement rather than learning outcomes among active participants, highlighting the importance of distinguishing between participation and performance when evaluating asynchronous digital teaching formats
Asynchronous communication · Asynchronous learning · Attendance · Longitudinal study · Observational study · Student engagement · COVID-19 and Mental Health · Innovations in Educational Methods · Innovative Teaching Methods
Measuring student engagement in technology-mediated learning
Medical Student Education in the Time of Covid-19
Perceptions of medical students towards online teaching during the Covid-19 pandemic
Engagement Matters
Response Time Effort
Learning analytics
The Mooc pivot
Using Technology to Maintain the Education of Residents During the Covid-19 Pandemic
Deconstructing disengagement
The Effectiveness of Online and Blended Learning
The "What" and "Why" of Goal Pursuits
| Highly cited | No |
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