Distance learning is one of the most interesting revolutions in pedagogy that has been born following the rise of new internet technologies. There are more than a few benefits that have been brought about by the rapid emergence of several e-learning platforms, especially for the learners, such as greater levels of autonomy and feedback (Driscoll, 2002). Basically, this has been made possible through effective integration of both synchronous and asynchronous learning into e-learning by instructional designers. In asynchronous learning environment, learners are often presented with an opportunity to interact with their mentors and peers, reflect on the status of their learning goals and objectives, provide peer feedback, as well as collaborate with other students and instructors (Tzanavari & Tsapatsoulis, 2010).
However, not all distance learning platforms provide similar asynchronous learning activities that are comparable in terms of effectiveness, particularly when it comes to the delivery of the learning benefits associated with distance learning. This purpose of this paper is to appraise different types of interactions offered to enrolled learners on the asynchronous paradigm of Colorado State University, Global Campus. The asynchronous learning activities to be appraised include assignments, discussions, interactions with other learners, and interactions with mentors.
One of the most fundamental ways in which a student-centered course design can be…