During the COVID-19 pandemic, bichronous learning, a blend of synchronous and asynchronous modalities, grew in popularity. It's a popular approach that benefits students. However, faculty members encounter challenges with its implementation. This session explores types, factors, and strategies for designing bichronous learning.
Before 2020, blended learning was most often referred to as the blend between face-to-face and asynchronous learning. However, with the global pandemic outbreak, a different variety of blended learning caught educators’ attention: bichronous learning. Martin, et al., (2020) introduced the term bichronous learning and defined it “as the blending of both asynchronous and synchronous online learning, where students can participate in anytime, anywhere learning during the asynchronous parts of the course but then participate in real-time activities for the synchronous sessions'' (Martin, et al., 2020). The blending of asynchronous and synchronous learning is not new, but it has regained educators’ attention and popularity due to the Global pandemic. During that time, faculty were required to move their traditional face-to-face courses online but still wanted to keep a real-time interaction component in their (asynchronous) online course. For a fully online course, the synchornous instructional component adds a human touch to counteract the feelings of isolation that students often experience in asynchronous learning environments. Mohammadi (2023) argues that bichronous learning has the potential to significantly benefit students’ learning as this approach “incorporates the best affordances of synchronous and asynchronous modalities” (Mohammadi, 2023, p.1). The real-time interactions taking place in the synchronous class enables students to build connections and establish strong learning community (Yamagata-Lynch, 2014).
Over the course of the past three years, we have noticed a growing demand for the implementation of a bichronous approach to online teaching. However, faculty members have faced numerous challenges when designing effective learning experiences across multiple learning modalities, and several critical factors must be considered. Additionally, instructors with limited experience with online teaching and those that miss the real-time facilitation experiences not present in asynchronous learning (Yamagata-Lynch, 2014), may face difficulties in departing from their traditional teaching methodologies and effectively transitioning to this particular teaching method.
Since "bichronous learning" is a relatively less researched course delivery method (Martin et al., 2020; Giesbers, et al., 2014), there is a scarcity of research focused on this particular teaching modality (Utomo & Ahsanah, 2022). However, previous studies have investigated the combination of asynchronous and synchronous learning without explicitly referring to it as "bichronous." Consequently, there are limited resources accessible to instructors who desire to learn how to implement engaging and effective bichronous teaching techniques. This session aims to provide an in-depth exploration of blending models, key factors that impact design decisions, and various design strategies that can be employed to create effective bichronous learning experiences, including strategies on facilitation and assessment techniques. Attendees will leave with a comprehensive understanding of the key factors that impact the implementation of this approach and will be equipped with a range of practical strategies to design engaging and successful bichronous learning experiences.
By the end of this presentation, participants should be able to
- Define bichronous learning
- Articulate a type of bichronous learning
- Describe key factors that impact the effectiveness of bichronous learning
- Apply design strategies that can effectively be used for designing bichronous learning experiences.
This presentation session is designed to maximize interactivity and engagement among participants. This is achieved through various activities, such as discussions with participants, where attendees are encouraged to ask questions and share their thoughts on the topic and using an interactive presentation platform that enables participants to provide immediate feedback on the presented content. Attendees are encouraged to move around during the session, with a facilitator moving around the room to ensure that participants feel comfortable and engaged. Overall, the session will be structured in a way that fosters active participation from all attendees, enabling them to fully engage with the topic and gain the most benefit from the session.
References
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of computer assisted learning, 30(1), 30-50.
Martin, F., Polly, D., & Ritzhaupt, A. (2020). Bichronous online learning: Blending asynchronous and synchronous online learning. Educause Review, 8.
Mohammadi, G. (2023). Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge. Journal of Computers in Education, 1-22.
Utomo, D. T. P., & Ahsanah, F. (2022, July). The implementation of bichronous online learning: EFL students’ perceptions and challenges. In ELT Forum: Journal of English Language Teaching (Vol. 11, No. 2, pp. 134-147).
Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. International Review of Research in Open and Distributed Learning, 15(2), 189-212.