Exploring Factors Affecting Student Satisfaction in Asynchronous Learning: A Preliminary Investigation

Asynchronous learning is a popular method of online learning, and its flexibility has served learners well, challenges of which may influence satisfaction. While it was acknowledged that factors such as course design, student grouping and self-efficacy impact learning outcomes, empirical knowledge in this area is limited. The current study seeks to explore the factors determining student satisfaction in an aL environment, specifically on perceived usefulness, and course design, student-student interaction, self-efficacy, and engagement. The data were obtained in April 2025 by selecting respondents in Indonesia by purposive sampling, involving 50 respondents in the country of Indonesia through a Google Form survey under an asynchronous learning system. The samples are predominantly for students (96.2%) whom largely also urban residence (e.g., Jakarta and Bekasi, Indonesia) as per the view of the actives learners in higher education perception. Data were processed through SmartPLS 4 using the partial least squares structural equation modelling (PLS-SEM) technique to evaluate measurement and structural models. Results suggest students are more satisfied with their experience when they perceive their asynchronous course as useful and are efficacious in their ability to complete the course, and have less satisfaction when they see the course design as structured or the delivery as closed. These perceptions provide a preliminary empirical foundation for educators and instructional designers to design and improve asynchronous learning strategies to meet student preference.