‘I Didn’t Sign Up for This!’ Expectation Violation and Student Dissatisfaction in Fully Asynchronous Online Learning

A cohort of Australian higher education providers offer initial teacher education (ITE) courses through fully asynchronous online (AO) learning, that is, where no real-time connection between participants takes place. Despite growth in this field, little is known about preservice teachers’ (PSTs’) expectations of connection/interaction with facilitators and peers in AO delivery. This study addresses the current absence of research by investigating PSTs’ expectations about connection in AO learning and how misalignment between expectation and experience impacts self-reported student satisfaction with the learning process. We surveyed 70 students studying a variety of ITE degrees delivered through AO learning at one Australian university and analysed unit information documents. The results highlight PSTs’ ill-informed expectations about the parameters of AO learning and misconceptions about their role as autonomous learners and the role of their lecturers leading to PSTs’ unsatisfactory experience. This study underscores the need for clearer communication of AO parameters and targeted strategies to prepare students for independent, connected learning in asynchronous environments.