Bichronous Online Learning: Perspectives, Best Practices, Benefits, and Challenges from Award-Winning Online Instructors

Authors

  • Florence Martin North Carolina State University
  • Swapna Kumar
  • Albert Ritzhaupt
  • Drew Polly

DOI:

https://doi.org/10.24059/olj.v28i2.3945

Abstract

Bichronous online learning is the intentional blending of asynchronous and synchronous online learning experiences. Twelve award-winning online instructors participated in interviews to discuss best practices they use, and benefits and challenges in bichronous online courses. When sharing best practices for bichronous online courses, award-winning online instructors explained how they combined best practices in asynchronous and synchronous online learning. Asynchronous online best practices included course design and structure, resources, and instructor presence; and synchronous online best practices focused on formats, activities, and content of synchronous sessions, and community-building. The best practices, benefits and challenges discussed in this paper have implications for instructors who currently teach in a bichronous online format or may be considering it in the future, and for instructional designers and administrators who work with faculty on offering courses in this modality. Based on the data, the intentional blending of synchronous and asynchronous components has a lot of potential to enhance students’ online learning experiences.

Author Biography

Florence Martin, North Carolina State University

Florence Martin is a Professor in Learning, Design and Technology at North Carolina State University. She previously directed and taught in graduate programs at the University of North Carolina at Charlotte’s Cato College of Education and at University of North Carolina at Wilmington’s Watson College of Education. She received her Doctorate and Master's degrees in Educational Technology from Arizona State University. She teaches 100% online and engages in teaching and research to create transformative learning experiences through effective design and integration of digital learning solutions in higher education and K-12 settings. She is researching and supporting K-12 teachers and learners on computer science and cybersecurity education through NSF funded projects. She has published over 100 articles and has received awards for research and practice of online teaching and learning. She also serves on the advisory council for North Carolina Virtual Public Schools and as Associate Editor for the Online Learning Journal and Education Research Review. She has previously served as the President of the Multimedia Production Division and the president of the Division of Distance Learning for the Association for Educational Communications and Technology and as a director for International Board of Standards for Training, Performance and Instruction. More details can be found at http://www.florencemartin.net

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Published

2024-06-01

Issue

Vol. 28 No. 2 (2024): Online Learning

Section

Section II

License

Copyright (c) 2024 Florence Martin, Swapna Kumar, Albert Ritzhaupt, Drew Polly

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