More on modality

A few months ago, I posted thoughts about new ways to envision and describe our teaching modalities. Mainly, I introduced the term chrono-hybrid as a way to describe a fully online course that meshed regular synchronous meetings with significant, weekly asynchronous components.

I've been, I hope, refining those ideas since then; in fact, I'm polishing off my thoughts for a plenary talk this Friday at the upcoming fourth annual GSOLE annual conference, Visions and Sites. 

As I've researched that talk, I have found that others have been working on similar problems of describing course modalities. In particular, I was psyched to find this article: An EduCause piece from last September, "Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning" by Florence Martin, Drew Polly and Albert Ritzhaupt. (1)

We're discussing similar issues, but for them, the term is "Bichronous Online Learning," and they write, "Although the blending of face-to-face and online learning has been researched in many studies, the blending of synchronous and asynchronous online has not been researched to the same extent."

Citing others, they point out that online courses are being classified in an increasing variety of ways, ranging from asynchronous to synchronous to MOOC to blended/hybrid to blended synchronous. Now, HyFlex has also emerged.

Ultimately, they define bichronous online learning "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. The amount of the online learning blend varies by the course and the activities included in the course.” 

Interestingly, they are coming at this from the vantage of how synchronous elements can help an asynchronous online course be "more engaging" while "increasing learning outcomes, positive attitudes, and retention.” OLI and OWI doesn't start with a deficit of asynchronous experience, as our writing- and literacy-focused asynchronous courses are often rigorous and engaging and rigorous. However, introducing a terminology, whether bichronous or chrono-hybrid, that captures our balance of synchronous and asynchronous can certainly help us, and, of course, our students, understand these courses better.

In addition to Martin, Polly, and Ritzhaupt, as august a body as the Department of Education (DoE) (now freed of its hideous ex-administrators) has also re-thought modality, offering a Distance Education and Innovation Final Rule (2) that “simplifies clock-to-credit hour conversions and clarifies that homework time included in the credit hour definition do not translate to clock hours, including for the purpose of determining whether a program meets the Department’s requirements regarding maximum program length.”

Based on public comments, this language was introduced in the Final Rule:

Allowing asynchronous delivery of come courses or portions of courses delivered as part of clock hour programs. The COVID-19 pandemic coupled with new technologies have encouraged States, accrediting agencies, and licensing boards to reconsider earlier restrictions on the use of asynchronous distance learning technologies to deliver portions of programs that are typically considered to be hands-on programs. Commenters suggested that the Department permit the use of asynchronous learning in clock-hour programs, and the Department agreed , as long as licensing bodies permit the use of asynchronous learning and will include clock hours earned through asynchronous learning toward the clock hour instruction requirements.

Similar to Martin, Polly, and Ritzhaupt's article, the DoE statement works in the context of asynchronous learning being lesser or inadequate vis a vis synchronous educator. Still, it too provides guidance and a framework for understanding what students and teachers are doing in asynchronous environments.

Classwork. Homework. Time-in-seat. These one-time simple concepts continue to emerge as terms we must re-think in efforts to describe in what ways we're teaching--and in what ways our students are learning.

Notes

1) Florence Martin, Drew Polly and Albert Ritzhaupt. "Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning." EduCause, Tuesday, September 8, 2020.

2) U.S. Department of Education. “Distance Education and Innovation.” Federal Register. Vol. 85, No. 171. Wednesday, September 2, 2020 / Rules and Regulations. 34 CFR Parts 600, 602 and 668 [Docket ID ED–2018–OPE–0076] RIN 1840–AD38. 54742-54818.