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This study examined students' experiences in an asynchronous online learning environment. Students
evaluated the asynchronous online learning environment in terms of interaction, feedback, academic
and technical support, active learning and assessment. The study, which was carried out with a
qualitative research approach, was conducted with 28 students studying in faculty of education. During
the pandemic, students continued all their courses for 9 weeks with asynchronous distance education.
At the end of the semester, the interview form was sent to the students via e-mail. At the end of the
study, it can be said that in the process of asynchronous online learning, students experience a lack of
face-to-face interaction even if they do not have communication problems with the instructor. Students
were able to get support when they needed it. However, they had problems getting instant feedback. It
was seen that students had the opportunity to learn flexibly without time and space, to learn
independently by doing unlimited repetitions at their own pace and to plan their own learning process.
However, it was revealed that they could not do group work with their friends and felt socially isolated.
Students objected to the evaluation of their class performances with assignment. Students suggested
that live broadcasting activities take place at regular intervals, opening the comments section under the
videos, conducting discussion board activities, establishing fast support systems, using alternative
evaluation methods such as online testing and online presentations during the asynchronous online