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.

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，12 位屡获殊荣的在线教师接受了采访，他们的在线教学实践侧重于异步和同步在线模式的混合、设计、促进和评估。通过记录、转录和分析的虚拟访谈收集数据。屡获殊荣的混合教练实践通过他们的混合决策、序列和模型进行了讨论。讲师分享了他们与混合相关的决定，例如模态目的、可供性以及必需或可选的同步会话。出现的混合序列是异步的，然后是同步的，异步的，然后是同步的，然后是异步的。产生的混合模型是补充模型、替换模型和增强模型。详细讨论了屡获殊荣的在线讲师使用的异步和同步设计、促进和评估策略。这些发现对在线教师、学生、教学设计师和管理人员都有影响。