With the development of the technological equipments, distance education technologies are developing rapidly. This development has made distance education a powerful alternative to the traditional education. While Asynchronous Model provides students with complete freedom of time and place, Synchronous Model is offering online learning platform where instructors and participants come together in the same or different places in a virtual environment. In this study, the efficiency of Asynchronous and Synchronous Learning Models in Geography Course were explored. The sample of the study consists of 56 students taking the course asynchronously and 52 students synchronously. Qualitative Research Model was used in the study. Four open-ended questions were asked to the participants as in two groups which include Asynchronous group and Synchronous group. It was concluded that the most of the students were not in favor of Asynchronous and Synchronous Learning Models as they are not efficient for geography courses. Particularly, in geography courses, several educational models and techniques such as cooperative learning, brain-based iearning, laboratory studies, drama method, material usage, concept analysis, gestalt theory, programmed teaching, creative writing, geographical inquiry skill, concept map and concept network were found to be more effective then others.