The rapid proliferation of online learning in higher education has accentuated the need for a deeper understanding of attentional distractions that affect learners. This study explored how doctoral students experience and manage attentional distractions in asynchronous online learning environments. Drawing on the Community of Inquiry framework, neuroscience principles, and equity considerations, analyses of the lived experiences of nine doctoral students were conducted using a descriptive phenomenological methodology. Findings revealed that attentional distraction during asynchronous online learning often stems from an emotional expression of apprehension regarding the structure and clarity of online academic tasks. Participants recognized their behaviors, coupled with external and internal distractions, can negatively influence their attention during learning. These findings draw awareness to the deep human experience of attention. Implications of the findings underscore the importance of designing online learning environments that both consider and support attention and community in asynchronous online learning. Recommendations are offered for the design of effective asynchronous online learning environments that prioritize the human experience of attention and learning. Educators and instructional designers can use these findings to address barriers related to attentional distractions in online learning environments. [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.]