Asynchronous technologies, specifically the integrated tools of content management systems, are the most commonly used in the online education environment (National Center for Educational Statistics, 2008), and the educational usage and benefits of asynchronous applications have been well documented (Chang, 2004). Democratic and equitable communication, time and location independence, high level of reflection, and the creation of community with learners at a distance are a few of the identified benefits. Studies have established that there is no significant difference in terms of student achievement between the asynchronous online environment and the traditional F2F environment (Russell, 2001; Saba, 1999). Asynchronous online discussion has been shown to be equal to and in some cases, superior to F2F discussion. Literature provides evidence that cognitive presence and social presence, although in some cases limited, can be established in the asynchronous e-learning environment.

Although research attests to the beneficial nature of the asynchronous e-learning environment, problems and limitations within the medium exist. The occurrence of information overload, reduction in non-verbal communication cues, increased misunderstandings, lower sense of community as compared to hybrid classes, difficulty in communicating emotions, and lack of higher order thinking are a few of the limitations noted throughout the literature (Eastmond, 1994; Hiltz, 1986; Moore, 1993; Moore & Kearsley, 2005; Nentwich 2003; Paulo, 1999; Rovai & Jordan, 2005; Stevens-Rayburn & Bouton, 1998). Community and higher order thinking can be present in the asynchronous e-learning environment; however, in asynchronous e-learning interaction, online learners and educators have found some tasks, especially cognitively complex tasks, challenging and the social aspect of learning lacking (Arbaugh, 2005: Liu, Bonk, Magiuka, Lee, & Su, 2005).