Institutes of higher education (IHEs) have to consider benefits of remote learning post-pandemic. Retrogression to physical contact is counterproductive. The hasty implementation of remote learning during the pandemic deprived IHEs of opportunities to efficiently enact and theorise about it. Post-pandemic, IHEs have opportunities to theorise about remote learning hence the questions; a) what type of learning emerges when asynchronous and technology-as-essence framework undergirds students learning? b) What benefits accrue when chat-Generative Pre-training Transformer (chat-GPT) is infused into students learning? Use of synchronous learning and technology-as-utility framework to underpin remote learning during the pandemic was intended to retain most of physical contact learning traditions. Teachers and students met synchronously and simultaneously online for learning to occur. IHEs safeguarded their operational efficiency to minimise the disruptive nature of remote learning. The purpose of the study was to theoretically examine effects of asynchronous learning and technology-as-essence framework on students learning. Asynchronous learning occurs when students registered on the same course learn online on their own schedule without any real-time interactions with teachers. This phenomenon occurs when remote learning develops through technological advances that, beyond 2030, would most likely stream educational courses similar to Netflix. One such technological advance is chat-GPT. A study was undertaken to better understand it. 15 multi-disciplinary advanced undergraduates tested out chat-GPT on their assignments and a concrete problem. Chat-GPT lessened the time of doing assignments and improves students' problem solving abilities. AI systems advances have a positive effect on students learning. The study addresses the positive impact of asynchronous learning and advances in technology on IHEs.