Colorado State University Global Campus (CSU-Global) offers students the opportunity to earn their degrees online using asynchronous interactions between students and professors. Asynchronous learning offers the student a flexible learning environment (Simandan, 2010). There are several advantages to this type of learning; students can take time to think about the information, process their thoughts before responding, students do not have to meet at a specific time to take part in the learning process, and students do not have to deal with the pressure of social contexts (Simandan, 2010). This article will evaluate the asynchronous interactions associated with learning at CSU-Global. Tasks Asynchronous learning does not necessarily have to occur in real time or at the same time for both 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 learning opportunities. From experience, CSU Global assignments are generally asynchronous. Assignments typically include deadlines by which objectives must be completed, but students are not required to tune in at a specific time other than reaching the submission deadline. Most assignments consisted of critical evaluations of the information assigned for the week. Assignments on rare occasions included reflective thoughts about past experiences related to the material and directed attention to the relevant material that adult learners want from their learning experience (Driscoll, 2002). CSU, however, does not allow students to control what order they submit their assignments for either the course nor in most cases students see a large amount of... teachers halfway through the paper, but they will find equality and encouragement in their learning environment at CSU. This can pose a challenge for students who need faculty references or additional assistance, but knowing that you control much of the learning process can help offset any disadvantages of asynchronous learning at CSU.Works CitedDriscoll, M. ( 2002). Web-based training (2nd ed.). San Francisco, CA: John Wiley & Sons.Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Adult learning: A comprehensive guide (3rd ed.). San Francisco, California: John Wiley & Sons. Simandan, V. M. (2010). Asynchronous and synchronous interaction in education. Retrieved from http://www.simandan.com/?p=682Vonderwell, S., Laing, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research Technology in Education, 39(3), 309-328.