Despite its various benefits, one disadvantage that learners in asynchronous physics courses face is the lack of moment-by-moment responsive teaching that generally facilitates effective learning. Previous research has documented the use of simulated Peer Instruction in an asynchronous environment by presenting students on an individual basis with alternative responses authored by the instructor or collected from previous students. Inspired by this work, we created and implemented an asynchronous learning module utilizing simulated groupwork. In this module, individual students listen to recorded discussions between artificial group members who frequently pause to ask the student for input. The student then types a response before the module proceeds to the next prompt. Through a survey administered pre and post-instruction, we compare student learning with learning gains from in-person instruction on the same topic. Furthermore, using alluvial diagrams, we identify trends in pretest/post-test improvement and responses to particular module prompts to gain insight into how to improve the curricular materials. Although this is only a pilot study (N = 21 from a class of 29 students in College Physics 2) with specific learning targets (1. that radioactive material is ubiquitous and 2. that irradiation generally does not cause something to become more radioactive than it already is), our findings support our hypothesis that simulated groupwork can be an effective means to promote student learning in asynchronous physics courses in general.