Asynchronous Educational Modules as a tool for Knowledge Transfer on the Example of a Technical University

Abstract

This article analyses the functioning of asynchronous e-learning modules in higher education, using the Częstochowa University of Technology in Poland as an example. The aim of the study was to understand student experiences, identify the benefits of flexible learning, and identify challenges related to the lack of direct interaction with instructors. The method of social research using a questionnaire and quantitative methods were used. The study, conducted in 2025, involved 263 students from various fields, including management, logistics, and business finance. The results indicated very high ratings for time flexibility and the availability of teaching materials. Quantitative analysis demonstrated user satisfaction with the technical quality of the courses and their practical relevance. At the same time, barriers were identified, such as difficulty maintaining motivation and a sense of isolation resulting from the lack of face-to-face contact.