Learner outcomes in an asynchronous distance education environment

This research investigated student outcomes in a web-based distance learning environment characterized by asynchronous electronic communications between student and teacher. We employed two dominant theories}the theory of planned behavior and innovation diffusion theory}to study student reactions to web-based distance education. We hypothesized that student perceptions of the technology are positively related to learning outcomes and intentions to further use the technology, and are negatively related to using alternative, synchronous media in the learning experience. Quantitative and qualitative data were gathered from 540 students via a web-based survey. Partial support was found for the hypotheses. Theoretical and practical implications for human–computer interaction, distance education and user acceptance are discussed. # 2002 Elsevier Science Ltd. All rights reserved.