Students' perspectives on synchronous vs. asynchronous distance learning in secondary and higher education

We are living in a time of rapid technological advancement, and language learning is not immune to these changes. To keep pace with the evolving world, educational systems must also transform. These changes are becoming increasingly evident, ranging from new tools that enhance traditional teaching methods to instructional models that are no longer limited by time or location. Physical classrooms are becoming less essential as virtual environments provide a wide variety of options. Distance education is expanding rapidly, and a key topic of academic debate is the distinction between synchronous and asynchronous learning. Synchronous learning is limited by time but can take place anywhere, while asynchronous learning offers complete flexibility in terms of time, place, and pace.
This study examines the performance of English language learners in both types of distance education, as reflected in their anonymous responses to the Online Self-Regulated Learning Questionnaire (OSLQ). The instrument was modified into two separate questionnaires to distinguish between synchronous and asynchronous forms of learning and is based on a 5-point Likert scale. It examines the strategies students use across six sub-fields of self-regulated learning: environment structuring, goal setting, help-seeking, self-evaluation, task strategies, and time management.
The sample included approximately 100 participants from both secondary and higher education. The findings reveal that both groups are moderate users of distance learning strategies. The study also explores differences in perception between secondary school and university-level students, highlighting preferred learning modes, common challenges, and potential areas for improvement. These insights contribute to the ongoing development of effective, learner-centred distance education practices.