Bichronous pedagogy in ODFL

A developing case-study in initial teacher education

Abstract

This developing case-study from the Initial Teacher Education suite of programmes at the Open Polytechnic | Te P?kenga, Aotearoa, New Zealand, describes how synchronous elements are added to an asynchronous delivery model to create bichronous delivery for Open, Distance and Flexible Learning (ODFL). From 2017 onwards, ODFL principles underpinned a wholly asynchronous delivery model at the Open Polytechnic that championed ?konga (learner) agency through anytime anyplace access to tertiary education. This delivery model, successful in removing the conditions of time and place, created a consequence of relational distance, with limited real-time academic presence and peer-peer interaction. The new ITE programmes, opening in 2023, provided an opportunity to introduce synchronous elements within the asynchronous model. These elements were predicated on the principles of ODFL aligned to the values of cultural responsiveness: whakawhanaungatanga (relational connections), manaakitanga (respect and care), rangatiratanga (self-determination), and akoranga (reciprocity of teaching and learning). Early experiences suggest that introducing synchronous elements to asynchronous ODFL provides opportunities for real-time communication, enhances relational connection, and reduces the negative consequence of relational distance and isolation sometimes experienced in asynchronous pedagogies.