The purpose of this study was to evaluate the differential effects of two different active student response (ASR) modalities on student performance during asynchronous online instruction. The independent variables in focus were guided notes and clickers, serving as the two ASR modalities. Student performance, serving as the dependent variable, was operationalized through parameters such as lecture clicker accuracy, lecture guided note accuracy, and performance on exams, including pre and post exam scores and accuracy categorized by question type (recall/remember, understand, application, generalization). To evaluate the effects of guided notes and clickers on student performance during asynchronous online instruction, an alternating treatment design was employed. Eight students were recruited through randomized sampling. The study's social validity responses indicated positive reception for both clicker and guided note methods among the majority of respondents. Clicker technology was acknowledged as a valuable tool for fostering active participation, providing immediate feedback, and cultivating a dynamic learning environment. Guided note ASR technology was recognized for its utility in enhancing note-taking efficiency, improving comprehension, and facilitating active engagement during lectures or presentations. While most respondents expressed enjoyment in class participation and recognized the importance of active involvement, the impact of ASR on class participation was varied. Some reported increased participation, while others noted no significant change. This mixed feedback emphasized the need to consider individual learning styles and preferences when selecting and implementing ASRs. The findings underscore the importance of tailoring ASR modalities to suit individual learning preferences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]