The Silence of the LMS: A Descriptive Survey of Student Engagement in Asynchronous Online Nursing Courses

Background Asynchronous online learning is widely used in nursing education, especially in accelerated and theory-heavy courses. While it offers flexibility, many educators report limited visible participation—commonly described as “the silence of the LMS.” Understanding student engagement in asynchronous settings is critical for improving online course design. Purpose To examine undergraduate nursing students’ perceptions of engagement in a fully asynchronous medical-surgical nursing course and identify instructional strategies that support or hinder meaningful participation. Methods A descriptive, cross-sectional survey was conducted with 82 undergraduate nursing students using a modified version of the Online Student Engagement Scale (OSE). The survey included 21 Likert-scale items and two open-ended questions. Quantitative data were analyzed descriptively; qualitative data were analyzed thematically. Results Students reported high engagement with instructor-led strategies such as podcasts, short videos, weekly check-ins, and recorded “drop-in” office hours. Instructor presence (M = 4.5) and interactive content (M = 4.4) were rated highest. Peer engagement through discussion forums received lower ratings. Qualitative themes highlighted the importance of humanized communication, interactive learning, and emotional connection. Reported barriers included isolation, lack of synchronous options, and screen fatigue. Implications for Nursing Education: Intentional design elements—such as microlearning, personalized communication, and optional synchronous touchpoints—can enhance engagement in asynchronous nursing courses. Nursing faculty should consider integrating multimodal instructional strategies to reduce isolation and support cognitive and emotional engagement.