<![CDATA[Asynchronous learning in Learning Management System (LMS) environments often remains content-centered, leaving learning activities, interaction, knowledge application, reflection, and assessment insufficiently integrated into a coherent instructional pathway. This study aimed to develop and evaluate the LEAD model (Learn–Elaborate–Apply–Diagnose) as a structured asynchronous learning pathway for higher education. The study employed a formative research approach involving model development, expert review, one-to-one evaluation, two stages of field testing, revision, and effectiveness testing. Data were collected through expert feedback, observations, evaluation rubrics, and questionnaires, then analyzed using descriptive statistics and interpretative analysis. The findings showed that the mean quality score of the learning designs increased from 2.8 in Field Test 1 to 3.6 in Field Test 2. The greatest improvements were observed in asynchronous learning strategies, interaction design, and assessment integration. During effectiveness testing, 96% of the resulting learning design products were categorized as good or excellent. Lecturers’ perceptions of relative advantage, compatibility, complexity, observability, and trialability ranged from 78% to 84%. These findings indicate that the LEAD model provides a structured, operational, feasible, and implementable instructional framework for organizing more coherent, interactive, and pedagogically meaningful asynchronous learning experiences within LMS-based higher education environments.]]>
