Results
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INTERACTION
No score differences between the two groups were found (Cohen’s d = 0.1; 95% Confidence Interval [-0.6; 0.7]). Four themes were generated: (1) ‘Different Forms of Learning Interaction’, as the synchronous group reported a positive experience with being fed back immediately by the lecturer, whereas the asynchronous group reported that pushing back the question time allows for reflecting more on the learning experience; (2) ‘Different Ways to Manage the Time’, as the synchronous group had to stick to the lecturer’s schedule and the asynchronous group felt the possibility to manage its time; (3) ‘To Be or Not To Be (Present)?’ due to the different experiences of having (or not) the lecturer in front of them; (4) ‘Inspiring Relationships With The Peers’, where both groups preferred a peer-to-peer discussion instead of contacting the lecturer.