Colorado State University Global Campus (CSU-Global) offers students the opportunity to complete their degree online using asynchronous interactions between students and faculty. Asynchronous learning provides the learner with a flexible learning environment (Simandan, 2010). This type of learning has several advantages; students can take time to think about the information, process their thoughts before responding, students do not need to meet at a specific time to participate in the learning process, and students are not confronted to the pressure of social contexts (Simandan, 2010). ). This article will evaluate asynchronous interactions associated with learning at CSU-Global. Homework Asynchronous learning does not need to occur in real time or at the same time for the student and learner (Driscoll, 2002). This point is very important for students who work full-time, have families, or other obligations that require flexibility in their learning opportunities. From experience, CSU Global missions are generally asynchronous. Assignments typically include deadlines by which objectives must be completed, but students are not required to log in at a specific time other than the submission deadline. The majority of tasks consisted of critical evaluations of the information assigned for the week. On rare occasions, assignments have included reflections on past experiences related to the material and direct attention to relevant material that adult learners wish to gain from their learning experience (Driscoll, 2002). However, CSU does not allow students to control the order in which they submit assignments. for the course and in the majority of cases, students do not see many instructors...... middle of paper, but they will find equality and encouragement in their learning environment at CSU. This can present a challenge for students who need academic references or additional help, but knowing that they are in control of much of the learning process can help offset the disadvantages of asynchronous learning at CSU. Works Cited Driscoll, M. (2002). Online training (2nd ed.). San Francisco, CA: John Wiley & Sons. Merriam, SB, Caffarella, RS, & Baumgartner, LM (2007). Learning as an Adult: A Complete Guide (3rd ed.). San Francisco, CA: John Wiley & Sons. Simandan, V. M. (2010). Asynchronous or synchronous interaction in education. Retrieved from http://www.simandan.com/?p=682Vonderwell, S., Laing, X., & Alderman, K. (2007). Asynchronous discussions and assessments in online learning. Journal of Educational Research Technology, 39(3), 309-328.