Bichronous Online Learning: Perspectives, Best Practices, Benefits, and Challenges from AwardWinning Online Instructors

被引：0

作者：

Martin, Florence ^{[1
]}

Kumar, Swapna ^{[2
]}

Ritzhaupt, Albert ^{[2
]}

Polly, Drew ^{[3
]}

机构：

[1] North Carolina State Univ, Raleigh, NC 27695 USA

[2] Univ Florida, Gainesville, FL USA

[3] Univ North Carolina Charlotte, Charlotte, NC USA

来源：

ONLINE LEARNING | 2024年 / 28卷 / 02期

关键词：

Bichronous online learning; best practices; online instructor perspectives; FACILITATION;

D O I：

10.24059/olj.v28i2.3945

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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, 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.

引用

页码：175 / 201

页数：27

共 31 条

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