The purpose of this study was to determine whether asynchrony between audio and visual presentation in distance education classes had an impact on student perceptions of distance learning and student achievement. Six distance education courses, all in different disciplines, were taught from six different locations to a minimum of one satellite location. Over 115 students from these classes filled out a 42-item post-course questionnaire. In addition to demographic data, two constructs emerged from the questionnaire. One construct was labeled "metacognition." The second construct, "technology," is the focus of this paper. This construct was found to have predictive value in: (1) determining whether students would enroll in future distance education courses; (2) determining whether they would recommend such courses to other students; and (3) predicting their final grade. Questions dealing specifically with asynchronous audio/video presentation of distance education classes revealed that there was no measurable impact of the asynchrony on student perception of performance, nor their willingness to register for future distance education courses. Further quantitative statistical analyses were conducted to explore other areas which might prove helpful in formulating future distance education classes. The Factor Loadings pattern matrix is appended. Contains 11 references. (Author/AEF)