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Many studies have been performed comparing both synchronous videoconferencing and asynchronous online education with the traditional classroom, but prior to this text, no research had been performed directly comparing student attitudes and perceptions between synchronous and asynchronous education. This study applied an experimental mixed method analysis using quantitative and qualitative data gathered through an online survey. The primary goal of this study was to determine how PhD nursing students perceive synchronous and asynchronous education delivery mediums. Additional analysis was performed to determine what factors may lead students to pursue their education through one distance delivery medium over the other and to what degree students feel the distance delivery medium either helps or hinders their educational pursuits. Themes emerging from the qualitative data include technology challenges, satisfaction concerns, and recommendations for future student success in each modality. This study should help shed light on student perceptions of distance education technologies, and help any institution looking to implement them.

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Andrew G. Black, PhD, MBA: Studied higher education through distance technologies at Capella University and technology management at the University of Phoenix Online. Executive Director of Educational Technologies and faculty at the University of Utah College of Nursing, Salt Lake City.

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