Editing Asynchronous learning (section)

==Shortcomings==
Asynchronous learning environments pose several challenges for instructors, institutions, and students. Course development and initial setup can be costly. Institutions must provide a computer network infrastructure, including servers, audio/visual equipment, software, and the technical support needed to develop and maintain asynchronous learning environments. Technical support includes initial training and setup, user management, data storage and recovery, as well as hardware repairs and updates.<ref>{{Citation | last1 = Palmer | first1 = S | last2 = Holt | first2 = D | last3 = Bray | first3 = S | year = 2008 | title = Does the discussion help? the impact of a formally assessed online discussion on final student results | journal = British Journal of Educational Technology | volume = 39 | issue = 5 | pages = 847–58 | doi=10.1111/j.1467-8535.2007.00780.x| hdl = 10536/DRO/DU:30017812 | hdl-access = free }}.</ref>  Research indicates faculty members who are hesitant to teach in asynchronous learning environments are so because of a lack of technical support provided by their institutions.<ref name="Garrison, D. R. 2004" /> However, for faculty to teach successfully in an asynchronous learning environment, they must be technically adept and comfortable enough with the technological tools to optimize their use. According to a recent case study in India, asynchronous learning during COVID-19 pandemic is quite stressful among students because it placed more responsibilities and made students feel frustrated and insecure.<ref>{{Cite journal |last1=Fernandez |first1=Cassandra Jane |last2=Ramesh |first2=Rachana |last3=Manivannan |first3=Anand Shankar Raja |date=2022-01-01 |title=Synchronous learning and asynchronous learning during COVID-19 pandemic: a case study in India |journal=Asian Association of Open Universities Journal |volume=17 |issue=1 |pages=1–14 |doi=10.1108/AAOUJ-02-2021-0027 |issn=2414-6994|doi-access=free }}</ref>

To participate in asynchronous learning environments, students must also have access to computers and the Internet. Although personal computers and web access are becoming more and more pervasive every day, this requirement can be a barrier to entry for many students and instructors. Students must also have the computer/technology skills required to participate in the asynchronous learning program.