Abstract
BACKGROUND: The growing importance of online education in recent years has led to an increased focus on implementing and optimizing online learning formats. This study investigated how a lecture delivered in an asynchronous or synchronous online teaching format affects acceptance, intrinsic motivation and knowledge levels after training. The results can be used to optimize online education by identifying format-specific advantages and adapting them to learners' needs. METHODS: All the Styrian paramedics (N = 5910) were invited to participate in the study and randomly assigned to one of two groups. A total of 1044 participants completed the trial, with one group receiving asynchronous training via a learning platform (N = 545) and the other group participating in synchronous training via webinars (N = 499) providing the same content. After completing a two-hour psychiatric emergency course, the participants were invited to complete a multiple-choice test and a survey assessing acceptance, preferences and intrinsic motivation. Linear regression, t tests and mediation analyses were conducted. RESULTS: The asynchronous training format was significantly more accepted (p <.001) and preferred overall. The participants' preferences depended significantly on the type of learning format (p <.001). The synchronous learning format fostered greater intrinsic motivation (p =.001) and greater perceived autonomy (p <.001) but also a higher level of perceived pressure/tension (p =.003). The analysis revealed no significant difference in test results (p =.449) or perceived competence between the groups (p =.420). Furthermore, the difference in intrinsic motivation was fully mediated by perceived autonomy. CONCLUSIONS: There are different advantages and disadvantages to providing a lecture via webinar or online learning platform. Both formats are equally effective in terms of knowledge levels after training, highlighting the importance of adapting teaching strategies to learners' preferences.