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The paper presents a new asynchronous model for online teaching, learning, and assessment, called OTLA. It is designed for higher-education institutions and is based on LMS (Learning Management System) as well as other relevant IT tools. The model includes six digital fundamental components: text, hypertext, text reading, lectures (voice/video), exercises (optional and compulsory) and a final computerized exam. It is accompanied by profound daily involvement of the course lecturer. The model has been examined during two stages: 1. A two-year research that has been based on two samples of students who participated in OTLA courses ( =50, =46). The findings show that according to students views, the new model is very helpful for learners studying process (Ghilay & Ghilay, 2013). 2. The new second stage was undertaken during 2015-16 and included two components: - Examining achievements in traditional learning in comparison to distance learning ( =106, =133): achievements in an OTLA course were found to be at least equal to those at the same face-to-face course. - The effectiveness of courses provided in the classroom in comparison to similar distance learning courses ( =40, =40): both learning methods were considered to be effective having great learning quality. The results of both stages point out that there is a significant worthiness to adopt the new model in institutions of higher education because it has clear administrative advantages without any academic shortcomings. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd.

Keywords: OTLA, online teaching, computerized assessment, learning management system, synchronous learning, asynchronous learning.

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