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The purpose of this study was to examine students’ perception of a fully online introductory biomechanics class delivered in both synchronous and asynchronous format within the same class. Twenty-five students completed a survey regarding the pedagogical approaches utilised for synchronous and asynchronous meetings. Students reported that the pre-recorded videos and pre-work assignments helped the most for asynchronous learning. During synchronous class time, the most helpful strategy was the thin-pair-share for questions to review the major concepts by answering several applied questions. Students had resistance to work in a small group (2-3 people) to complete assignments asynchronously. Recommendations for delivering biomechanics classes online should include sufficient time for the synchronous meeting promote student-to-student contact.