Asynchronous online learning is characterized by its openness, autonomy and flexibility. Nevertheless, online learners’ interest, motivation and efficiency are often difficult to sustain due to weak self-discipline, delayed feedback, and lack of variety in learning method. This article reports on an empirical study of strategies which may be used to improve asynchronous online learning performance. Research findings from relevant studies indicate that task-driven and blended learning strategies can improve asynchronous online learning performance. On the one hand, the appropriate design of learning tasks may help optimize learning objectives and learning strategies, select and interpret content, rationalize the learning process, and enhance motivation and a sense of achievement. On the other hand, blended learning strategies may be conducive to creating knowledge frames to enhance learning efficiency, providing timely support to contribute to the deep processing of knowledge, and promoting social and affective interactions to overcome isolation and helplessness.
　　Keywords: asynchronous online learning; task-driven learning; blended learning; learning strategy; learning performance