Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2023-01-01 DOI:10.1016/j.iheduc.2022.100879

Florence Martin , Swapna Kumar , Albert D. Ritzhaupt , Drew Polly

{"title":"Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities","authors":"Florence Martin , Swapna Kumar , Albert D. Ritzhaupt , Drew Polly","doi":"10.1016/j.iheduc.2022.100879","DOIUrl":null,"url":null,"abstract":"<div><p>Bichronous Online Learning is the blending of asynchronous and synchronous online learning. In this qualitative study, 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities. Data was collected through virtual interviews which were recorded, transcribed and analyzed. Award-winning instructor practices of blending are discussed through their blending decisions, sequences, and models. Instructors shared their decisions related to blending, such as modality purposes, affordances, and required or optional synchronous sessions. Blending sequences that emerged were asynchronous followed by synchronous, asynchronous followed by synchronous and then asynchronous again. Blending models that resulted were the complement model, replacement model and enhancement model. Asynchronous and synchronous design, facilitation and assessment strategies used by the award-winning online instructors are discussed in detail. The findings have implications for online instructors, students, instructional designers and administrators.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"56 ","pages":"Article 100879"},"PeriodicalIF":6.4000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751622000355","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 9

Abstract

Bichronous Online Learning is the blending of asynchronous and synchronous online learning. In this qualitative study, 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities. Data was collected through virtual interviews which were recorded, transcribed and analyzed. Award-winning instructor practices of blending are discussed through their blending decisions, sequences, and models. Instructors shared their decisions related to blending, such as modality purposes, affordances, and required or optional synchronous sessions. Blending sequences that emerged were asynchronous followed by synchronous, asynchronous followed by synchronous and then asynchronous again. Blending models that resulted were the complement model, replacement model and enhancement model. Asynchronous and synchronous design, facilitation and assessment strategies used by the award-winning online instructors are discussed in detail. The findings have implications for online instructors, students, instructional designers and administrators.

查看原文本刊更多论文

同步在线学习：屡获殊荣的混合异步和同步在线模式的在线讲师实践

双时在线学习是异步和同步在线学习的融合。在这项定性研究中，采访了12位获奖的在线教师，他们的在线教学实践侧重于异步和同步在线模式的融合、设计、促进和评估。数据是通过虚拟访谈收集的，这些访谈被记录、转录和分析。通过混合决策、顺序和模型，讨论了屡获殊荣的混合教练实践。讲师们分享了他们与混合相关的决定，如模态目的、可供性以及要求或可选的同步会话。出现的混合序列是异步的，然后是同步的，异步的，再同步的，然后又是异步的。由此产生的混合模型是补充模型、替换模型和增强模型。详细讨论了获奖在线讲师使用的异步和同步设计、促进和评估策略。研究结果对在线教师、学生、教学设计人员和管理人员都有启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.