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134 

 

 
ELT FORUM 11(2) (2022) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

The implementation of bichronous online learning: EFL students’ perceptions and 

challenges 
 

Dias Tiara Putri Utomo1, Finaty Ahsanah1 

 
1Universitas Muhammadiyah Lamongan, Indonesia   

 

Article Info 
________________ 
Article History: 
Received on 30 
January 2022 

Approved on 25 July 
2022 
Published on 31 July 
2022 

________________ 
Keywords: 
bichronous online 
learning; asynchronous 
and synchronous; 
Edmodo; Zoom; 
COVID-19 Pandemic 
____________________ 

 

 

 

 

 

 

 

Abstract 
___________________________________________________________________ 
The COVID-19 pandemic has made online learning as a common instructional delivery 

today. Since various methods, approaches, and technologies are involved, it is 
important to understand students’ perceptions for taking further decision in 

teaching. The current research aimed to investigate Indonesian students’ 

perceptions of the implementation of bichronous online learning along with the 
challenges in the level of higher education. Bichronous online learning refers to the 

blending between asynchronous and synchronous online learning. In this study, 
asynchronous learning was carried out through Edmodo while the synchronous 

mode was implemented via Zoom. The participants were 57 first-year university 
students who experienced full bichronous online learning in the English for Specific 

Purposes class. This research applied explanatory sequential mixed-methods as 

suggested by Creswell (2014). The quantitative data were obtained by Likert-scale 
questionnaires while the qualitative data were acquired through interviews and 

observations. The results indicated that students had positive perceptions of 
bichronous online learning in terms of motivations, academic achievement, and 

communication and interactions. Bichronous online learning promoted students’ 
engagement, active interaction, and feedback exchange which highly contributed to 

their learning outcome. However, technical issues such as poor internet connection 

and limited data plan were the biggest challenges faced by the students. It is 
expected that educators can adjust which online learning tools are convenient to use 

and cater to students’ needs. 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

Universitas Muhammadiyah Lamongan 
Jalan Raya Plalangan KM 2  

Plosowahyu, Lamongan  

E-mail: diastiara@gmail.com  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


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INTRODUCTION 

The immersion of online learning has indeed taken part in the level of higher education in the past 

decade, but the COVID-19 outbreak has made it a common instructional delivery today. Online 

learning is a very broad term to define, and educators or researchers may have diverse ways to name 

it. However, Martin & Oyarzun (2018) have brought up explicit definitions about various online 

delivery methods including asynchronous and synchronous online learning. The first term enables 

students to participate in a course anywhere and anytime without real-time online face-to-face 

meetings. Conversely, the second term is delivered through real-time online meetings and allows 

learners to get direct feedback. It is common for educators to integrate either asynchronous or 

synchronous online learning into face-to-face classroom meetings. This type of learning is called a 

blended mode or hybrid learning (El-Husseini, 2017; Martin & Oyarzun, 2018; Staker & Horn, 

2012; Watson & Murry, 2014).  

Several studies about the integration of asynchronous learning into face-to-face meetings have 

been carried out and resulted in various findings. Purnawarman et al., (2016) investigated Edmodo 

as a learning platform used in a blended learning setting for teaching writing. The study indicated 

that Edmodo promoted students’ cognitive engagement by providing them opportunities to work 

independently. Besides, Edmodo as an asynchronous learning platform facilitated students to 

interact with other students, provided meaningful tasks, and promoted students’ critical thinking 

skill. Another research conducted by Mindarta et al., (2020) measured the quality of asynchronous 

online learning using Edmodo in electrical engineering students during the COVID-19 pandemic. 

The results indicated that in terms of experts’ perspectives, asynchronous online learning using 

Edmodo was categorized into “very high” while the students’ satisfaction was in the “high” 

category. Asynchronous online learning offers students meaningful learning when it can facilitate 

students to actively communicate with the teacher or other participants (Georgouli et al., 2006; Pop, 

2013; Shams-Abadi et al., 2015; Yamagata-Lynch, 2014). 

On the other hand, educators also have introduced synchronous online learning into their 

brick-and-mortar classrooms. Perveen (2016) reported that synchronous sessions in E-Language 

Learning Activities encouraged students to provide immediate response and aided instructors to 

discover how deep the learning process had taken place. Furthermore, the findings suggested a blend 

of both asynchronous and synchronous to create an ideal teaching language. This is because 

blending asynchronous and synchronous could encompass all language teaching and learning 

methods. A study performed by Guzacheva (2020) explored Zoom as synchronous online learning 

tool. The study stated that Zoom was beneficial to explore as well as to assess students’ four skills 

since it presented rich interaction between teachers and students. Additionally, a feature named 

“shared screen” enables teachers to display teaching media such as power point presentations, 

videos, and articles (Guzacheva, 2020) and makes it possible for students to give feedback to each 

other (Rahayu, 2020). 

With the restriction of face-to-face meetings due to the pandemic, educators must rely on the 

implementation of a totally online mode. In the totally online mode, educators are completely 

engaged internet network to the learning process (Algahtani, 2011; Zeitoun, 2008). As a result, many 

educators incorporate various online learning tools into their educational systems (Ambarita, 2021; 

Mustakim, 2020; Retnaningsih, 2020; Utomo & Ahsanah, 2020; Yuliana, 2020) and apply 

bichronous learning (Sambeka & Rares, 2021). It was Martin et al., (2020) who have brought the 

term bichronous learning to the fore. They define bichronous learning as “the blending of both 

asynchronous and synchronous online learning”, in which the materials or discussions are accessible 

for the students and instructors 24 hours per day during the asynchronous mode but then they can 

also participate in a real-time discussion during the synchronous part.  

Unfortunately, the studies on bichronous learning are still uncommon because it is a brand-

new term. However, some previous studies have actually explored the blending of asynchronous and 

synchronous online learning without addressing the term bichronous learning. Duncan et al., (2012) 

examined the relationship between students’ performance and participation in two learning 

environments: synchronous forum through a chat room and asynchronous forum via a discussion 

board. The results revealed that high quality both asynchronous and synchronous forums could 

optimize students’ performance. Another research conducted by Papadima-Sophocleous & Loizides 

(2016) figured out that the participants showed a positive response to the Curriculum Development 

and Evaluation module which was delivered asynchronously and synchronously. Additionally, the 



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combination of those two delivery methods increased students’ clarity in understanding the lesson 

and developed a relaxing learning atmosphere.   

In addition, some recent publications and research projects related to the blending of 

asynchronous and synchronous online learning were carried out to discuss the impacts (Peterson et 

al., 2018; Sambeka & Rares, 2021; Shahabadi & Uplane, 2015) and the effectiveness 

(Riwayatiningsih & Sulistyani, 2020). Moreover, studies on the students’ perceptions were also 

conducted worldwide (Malik et al., 2017; Rehman & Fatima, 2021; Rigo & Mikuš, 2021; Simbolon, 

2021; Somenarain et al., 2010). While in Indonesia, a study on bichronous learning was initiated by 

Sambeka & Rares (2021). The study examined college students’ achievement motivation in 

bichronous online learning during the COVID-19 pandemic. The findings revealed that students’ 

achievement motivation was in the sufficient category, which meant bichronous learning did not 

decrease students’ achievement motivation nor increased it.  

Although many studies related to the blending of asynchronous and synchronous online 

learning has frequently been conducted, there are quite a few or no research that have been carried 

out to exactly determine university students’ perceptions of bichronous online learning amidst the 

pandemic situation in developing countries like Indonesia. Therefore, the current research intended 

to investigate EFL students’ perceptions of the implementation of bichronous learning along with 

the challenges in the level of higher education during the COVID-19 pandemic.  

 

Asynchronous Online Learning 

Due to the study-at-home policy during the pandemic, education must be taken place in a totally 

online mode. Totally online mode is the most innovative mode that completely relies on the use of 

internet networks (Algahtani, 2011; Zeitoun, 2008). Algahtani (2011) divides totally online mode 

into asynchronous and synchronous based on the application of optional timing of interaction. In 

the asynchronous mode, teachers and learners do not have to be online at the same time (Algahtani, 

2011), or called “pause and resume” learning. This mode enables students to participate in the 

online class from anywhere and for 24 hours a day, 7 days per week without having real-time online 

face-to-face meetings (Duncan et al., 2012; Martin et al., 2020). The main advantage of this mode is 

the flexibility. There will be no scheduling conflict because the mode is based on the students’ own 

schedule (Martin et al., 2020). The frequent tools of this mode include pre-recorded videos or 

audios, self-guided modules, lecture notes, digital libraries, discussion boards, links to online 

sources, and assignments (Rigo & Mikuš, 2021). In their research, Georgouli et al., (2006) asserted 

that asynchronous online learning had proven to be a useful, adaptable, as well as an influential 

platform that could facilitate many educational tasks. 

 

Synchronous Online Learning 

Unlike asynchronous online learning that occurs anytime, synchronous online learning happens in 

real-time. Synchronous mode opens opportunities for students to communicate and discuss the 

lessons directly with both the instructors and peers over the internet (Algahtani, 2011). As 

mentioned by Martin et al., (2020), synchronous online learning offers considerable benefits for the 

learning process such as providing immediate feedback, enhancing interaction among participants, 

being a part of audio-visual communications, and increasing motivation on doing tasks. However, 

as it happens in real-time, there will be a problem related to time schedules. Teachers and students 

require to set a specific time for having their online courses. In other words, this mode is possible to 

occur anywhere but not anytime (Riwayatiningsih & Sulistyani, 2020). Frequent methods of 

synchronous online learning include video conference, teleconference, live chatting, and live-

streaming lectures, and live chatting (Rigo & Mikuš, 2021). Research conducted by Rahayu (2020) 

indicated that more than 60% of the participants agreed synchronous e-learning provided good 

communication access between students-teachers and students-students. 

 

Bichronous Online Learning 

The term bichronous online learning is initially introduced by Martin et al., (2020), which means the 

blending of both asynchronous and synchronous online learning. Figure 1 presents conceptual 

understanding of bichronous online learning as adapted from Martin et al., (2020).  

 



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137 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 If blended/hybrid learning combines asynchronous or synchronous online learning with face-

to-face meetings, bichronous online learning combines asynchronous online learning with 

synchronous online learning. Bichronous learning enables students to participate in anytime and 

anywhere learning during the asynchronous mode and involve in real-time discussion during the 

synchronous mode. Bichronous online learning benefits students in terms of immediate feedback 

and interaction and opportunity for audio-visual communication, yet there is a possibility of a 

scheduling conflict and technical issues (Martin et al., 2020). Perveen (2016) indicated that a blend 

of asynchronous and synchronous online learning is more preferred by English language learners 

and can be an ideal manner for teaching language because the blending can incorporate various 

methods of language teaching and learning. Similarly, Rehman & Fatima (2021) revealed that the 

application of synchronous and asynchronous learning increased students’ engagement and created 

interactive learning. Additionally, the students relished positive reinforcement from the facilitators.   

 

METHODS  

This research was carried out within a framework of mixed-method research, which integrates 

elements of both qualitative and quantitative approaches (Creswell, 2014). Furthermore, the 

research applied explanatory sequential mixed-methods because it was initially conducted with 

quantitative data in the form of questionnaire results, and then supported by qualitative data in the 

form of students’ interview results and observation data from asynchronous and synchronous tools. 

The use of multi-method approaches considers being the appropriate method since it can support 

data analysis and data collection methods (Mahbub, 2020). 

 There were 57 first-year students, 10 males and 47 females aged 18-21 years, from the 

Faculty of Health in a private university in Indonesia who participated in the research. Most of the 

participants (77%) have been learning English for more than five years. They were attending English 

for Specific Purposes (ESP) class in the odd semester of the 2020/2021 academic year. The 

participants’ demographic data can be perceived in Table 1. 

 

Table 1. Participants’ Demographic Data 
Category Frequency Percentage 

Sex Male 10 17.55% 

 Female 47 82.45% 

Age 18 years 10 17.55% 
 19 years 23 40.4% 

 20 years 10 17.55% 
 21 years 14 24.6% 

Length of learning 
English 

1-5 years 
6-10 years 

11-15 years 

13 
16 

28 

22.8% 
28.1% 

49.1% 

 

The participants experienced full bichronous online learning in their second semester since 

the government called on the society to implement public activity restrictions in the first half of 

2021. In this research, the participants implemented bichronous online learning asynchronously 

through Edmodo and synchronously through Zoom. Edmodo was used because it had been proven 

to be an effective tool for either asynchronous online learning or blended learning (Enriquez, 2014; 

Figure 1. Conceptual understanding of bichronous online learning 



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Mindarta et al., 2020; Pop, 2013; Purnawarman et al., 2016; Shams-Abadi et al., 2015; Sumardi & 

Muamaroh, 2020). Besides, the lecturers have been familiar with Edmodo. Before the pandemic, 

they utilized Edmodo as a supporting tool for blending learning. Zoom was selected as a 

synchronous online learning tool because it was facilitated and annually paid by the university. 

Also, the questionnaire indicated that the majority of the students (82.5%) were accustomed to using 

Zoom.    

There were three instruments used in this research: questionnaire sheets, interview guide, and 

observation sheets. The questionnaire was made electronically via Google form to obtain the 

necessary data. It was prepared and modified from some relevant research (Al-Said, 2015; Mahbub, 

2020; Simbolon, 2021). The modifications included number of items, the name of the learning tools 

(Zoom and Edmodo), and the use of “bichronous” term which shifted online learning or blended 

learning. Statistical results of the validity and reliability of the questionnaire from the pilot study are 

presented in Table 2.  

Table 2. The Results of Validity and Reliability Tests 

Statement 
r-Pearson 

Correlation Score 

Validity 

Results 

Cronbach’ 

Alpha 

Score 

Reliability 

Results 

1 .656 Valid 

.935 Reliable 

2 .912 Valid 
3 .865 Valid 

4 .858 Valid 
5 .830 Valid 

6 .934 Valid 

7 .672 Valid 
8 .630 Valid 

9 .730 Valid 
10 .848 Valid 

 

The data on Table 2 show that the correlation value of r Count ranges from .630 to .934, and 

the r Table value for 21 respondents at the 95% significance level is 0.413. Since the value of r Count 

was greater than R table value, the questionnaire was considered valid. Besides, the results of 

Cronbach’s Alpha value in table 1 scored .935, or higher than 0.7, which indicated that the 

questionnaire was reliable.  

 The questionnaire consisted of 2 main parts and was written in the participants’ national 

language, Indonesian, to avoid any possible misunderstanding. The first part included open-ended 

questions to obtain students’ demographic data and the second part was closed-ended statements to 

determine students’ perceptions. The statements consisted of 3 items on students’ motivation, 4 

items on academic achievement, and 3 items on communication and interactions. Each item had 

four choices according to Likert scale from strongly agree to strongly disagree. The scores ranged 

from 1 to 4, and thus the mean of the perception scales was categorized into low (<2), average (≥2 -

<3), and high (≥3). The positive perceptions were indicated by high scores mean while the negative 

perceptions were indicated by low scores mean. The questionnaire link was distributed online via 

Edmodo and filled individually by the students on August 13-14, 2021.  

The second instrument, the interview guide, was performed after the researchers obtained 

questionnaire results. The results of interview were part of qualitative data in explanatory sequential 

mixed-methods and as suggested by the previous research (Enriquez, 2014; Mahbub, 2020). Fifteen 

students voluntarily participated in the interview. The interview was held on August 16, 2021 and 

delivered in Indonesian to minimize miscommunication. There were 3 primary questions in the 

interview: 1) Based on your experience, what are the overall advantages offered by bichronous 

online learning? 2) What are the challenges that you faced during bichronous online learning? and 3) 

Would you like to continue to implement bichronous online learning? The interview was conducted 

online via Zoom meeting so that the researchers could record the process. Finally, the observation 

sheet was used to document students’ activities and interactions in the asynchronous mode via 

Edmodo and during the synchronous online learning via Zoom.  

The analysis was performed based on the available data. The quantitative data from the 

questionnaire were analysed statistically by using SPSS 23 to obtain the descriptive statistics. The 

results of descriptive statistics were used to identify students’ overall perception of bichronous online 

learning implementation. The qualitative data from interview and observation were analysed by 



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employing a framework of qualitative data analysis consisting of data condensation, data display, 

and conclusion drawing (Miles et al., 2014). For the interview data, the researchers watched the 

recordings and then wrote the transcripts from each respondent. During data display phase, the 

researchers classified respondents’ answers into three sections in accordance with the interview 

question (advantages, challenges, and the willingness to implement bichronous online learning) in 

the form of a table. Meanwhile, data from observations were obtained by watching recorded 

meetings from Zoom and analysing Edmodo’s account of the lecturer which included class home 

page, assignment section, and messaging. The researchers took notes on any activities and 

interactions made by the students and categorized them into two main sections: 1) between students 

and peers and, 2) between students and their lecturer. To support the notes, the researchers also took 

some photos. Finally, the data from the interview transcripts and observation notes were utilized to 

support the quantitative data.  

 

FINDINGS AND DISCUSSION 

The research findings are divided into two main subsections including 1) students’ perceptions of the 

implementation of bichronous online learning and 2) students’ challenges of the implementation of 

bichronous online learning.  

 

Students’ perceptions of the implementation of bichronous online learning 

There are three fields of students’ perceptions of the implementation of bichronous online learning 

which include students’ motivation, academic achievement, and communication and interaction. 

The results of statistical analysis which displayed the means scores and standard deviations for the 

three fields can be perceived in Table 3.  

Table 3. Mean and Standard Deviation of Each Field   
No. Field  N Min  Max Sum Mean Std. Deviation 

1. Students’ Motivation 57 1 4 173.33 3.04 .50815 

2. Academic Achievement 57 1.25 4 182.50 3.20 .48743 

3. Communication and Interaction 57 1.33 4 174.33 3.06 .51993 

 Overall Fields Mean      3.11  

 

As presented in Table 3, it can be perceived that all fields are in the high-level category since 

the mean scores are above 3 (High: ≥3), and students’ perceptions of the academic achievement (M: 

3.20) rank the highest among others. Furthermore, the mean score of overall fields is 3.11, which 

belongs to the high-level range (High: ≥3). Therefore, the results indicated that the students showed 

positive perceptions of the implementation of bichronous online learning especially in terms of 

academic achievement. In fact, students’ positive perceptions of bichronous online learning may be 

affected by various plausible reasons. The elaboration of each field can be seen below. 

 

Students’ Motivation 

Data presented in Table 4 indicate students’ motivation in learning English through bichronous 

online learning during the COVID-19 pandemic. 

As presented in Table 4, the majority of the participants (89.1%) strongly agreed/agreed that 

they felt more motivated in learning English during the COVID-19 pandemic because of the 

implementation of bichronous online learning. The results also indicated that most participants 

(93%) enjoyed learning English from home during the pandemic. Finally, almost all the participants 

(98.2%) were interested in exploring their knowledge and skills because the course was held through 

bichronous online learning.  

 The above-mentioned findings are following the results of the interview. Some students 

mentioned that they were motivated in learning because bichronous online learning was not a 

monotonous delivery method and provided various techniques in teaching.  

 
“[the learning process] is more interesting because it is not monotonous”. (Student 15, Male). 

“I can easily understand the lesson because it [bichronous online learning] offers a variety of activities 

such as face-to-face meeting in zoom or doing a survey and quiz in Edmodo. Sometimes, I draw 

comments on my friends’ work or simply like it”. (Student 5, Female). 

 



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Table 4. Students’ Motivation in learning English through bichronous online learning 
No. Statement Option Frequency Percentage 

1. I feel more motivated in 

learning English during 

the pandemic because the 
subject is taught by 

bichronous online 
learning.  

Strongly Agree 

Agree 

Disagree 
Strongly Disagree 

9 

42 

5 
1 

15.8% 

73.7% 

8.8% 
1.8% 

2. I enjoy learning English 

using bichronous online 
learning during study at 

home. 

Strongly Agree 

Agree 
Disagree 

Strongly Disagree 
 

9 

44 
3 

1 

15.8% 

77.2% 
5.3% 

1.8% 

3. I am interested in 
exploring my knowledge 

and skills in English 

subject since it is taught 
by bichronous online 

learning. 

Strongly Agree 
Agree 

Disagree 

Strongly Disagree 

19 
37 

0 

1 

33.3% 
64.9% 

0% 

1.8% 

 
Another reason why bichronous online learning can strengthen students’ motivation is that it 

encourages students’ interaction. During synchronous meetings via Zoom, students could actively 

participate in a live discussion with the lecturers and friends, while in Edmodo, students could 

communicate with them for 24 hours through message and comment features.  

 
“I like bichronous online learning because it makes easier for me to discuss and interact with my lecturer 

and classmates.” (Student 3, Female). 

“[bichronous online learning] improves classroom interactions so that the class is not boring. The 

interactions between I and my friends make me more motivated to learn English.” (Student 1, Female).  

Some examples of students’ interactions with the lecturer and classmates in Edmodo and 

Zoom can be perceived in Figures 1 and 2. Data on the Figure 1 show the interaction between two 

students in Edmodo. Fara (pseudonym name) gave constructive suggestions to Angga (pseudonym 

name) for better content of his mind map. While in Figure 2, Group 7 presented their paper about 

Past Perfect Tense. After the presentation, other students had opportunities to ask questions, give 

suggestions, or simply presented compliments. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 2. Students’ Interaction in Edmodo 



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Figure 3. Students’ Interaction in Zoom 

 

 

 

 

 

  

 

 

 

 

The results corroborate the findings of Perveen (2016), Rehman & Fatima (2021), and Rigo & 

Mikuš  (2021). In terms of a variety of teaching activities, Perveen (2016), who analyzed 1,025 

responses from the survey questionnaire, suggested a blend of asynchronous and synchronous as it 

can incorporate all techniques/methods in language teaching/learning. Furthermore, a more recent 

study conducted by Rehman & Fatima (2021) indicated that an innovative model of asynchronous 

and synchronous learning used during a pandemic had supported students’ engagement. Similarly, 

Rigo & Mikuš (2021) also highlighted the importance of interactivity between the teacher and the 

students in the combination of asynchronous and synchronous distance learning. Thus, it is obvious 

that bichronous online learning has motivated and attracted students to learn English because of 

various teaching activities which can cater to students’ needs and the existence of interaction among 

students. 

 

Academic Achievement 

Data on Table 5 present students’ perceptions of their academic achievement when bichronous 

online learning is implemented in English learning during the COVID-19 pandemic.   

 

Table 5. Students’ Perceptions of Academic Achievement 
No. Statement Option Frequency Percentage 

4. Assignments, quizzes, 
and other online tasks 

given by the lecturer in 

Edmodo and the online 
face-to-face meetings via 

Zoom help me to improve 
my learning and 

comprehension skills 
about the course.   

Strongly Agree 
Agree 

Disagree 

Strongly Disagree 

19 
37 

1 

0 

33.3% 
64.9% 

1.8% 

0% 

5. The quality of my 

assignments, quizzes, and 
other online activities 

when learning English via 
bichronous online 

learning is improved 
because of the feedback 

given by the lecturer and 

fellow students. 

Strongly Agree 

Agree 
Disagree 

Strongly Disagree 
 

16 

40 
1 

0 

28.1% 

70.2% 
1.8% 

0% 

6. Learning English through 

Bichronous online 
learning contributes to the 

development of my 
overall outcomes. 

Strongly Agree 

Agree 
Disagree 

Strongly Disagree 

12 

40 
4 

1 

21.1% 

70.2% 
7% 

0% 

7. Bichronous online 
learning develops my 

independent learning 

skills. 

Strongly Agree 
Agree 

Disagree 

Strongly Disagree 

13 
40 

4 

0 

22.8% 
70.2% 

7% 

0% 



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Data on Table 5 indicate that almost all students (98.2%) believed online activities including 

assignments, quizzes, and face-to-face meeting via asynchronous and synchronous tools had helped 

them to improve their comprehension of the course. Then, 56 out of 57 or 98.2% of the participants 

also revealed that the improvement was due to the feedback given by the lecturers and classmates. 

Regarding the overall outcomes, the majority of the participants (91.3%) affirmed that learning 

English via bichronous online learning had made a great contribution. Finally, only four (7%) 

participants did not agree that bichronous online learning had developed their independent learning 

skills, while the rest (93%) agreed.  

When the participants were asked about the overall advantages of bichronous online learning, 

some of them mentioned that it was an effective delivery method and helped them to get a better 

understanding of the materials.  

 
“It [bichronous online learning] is the most effective method [among others] and I think this method has 

contributed to the improvement of my knowledge in English subject.” (Student 4, Female). 

“Learning English through bichronous online learning has helped me to increase my knowledge and 

understanding of English especially during the pandemic.” (Student 2, Female). 

 

Furthermore, in terms of feedback, some participants explained that feedback from the 

lecturer and other students had taken part in their quality improvement in completing online 

activities. Feedback was generally given after the students completed their tasks and posted them in 

Edmodo. Besides, they received feedback after asking questions either to the lecturer or other 

students who presented their papers.   

 

 “Through bichronous online learning, I can freely ask questions about the materials and also answer 

my friends’ questions or critics when my group presents my paper.” (Student 12, Male). 

 “The use of Edmodo has helped me a lot. I am usually too shy to ask questions. Using Edmodo 

massaging feature, I can ask questions to my English lecturer since it is more personal. Sometimes, I 

also ask her to give feedback on my project before I submit it.” (Student 11, Female). 

 “This semester, we must present our paper via Zoom. The activity is so much fun because we can 

directly ask questions and have a live discussion. In fact, my friends’ feedback helps me to revise my 

paper before final submission.” (Student 6, Female). 

 

An example of students’ interaction with the lecturer through the Edmodo messaging feature 

can be perceived in Figure 3. The representative of the group showed their grammar comics to the 

lecturer for feedback before final submission. In addition, lecture’s direct feedback on how to 

pronounce words correctly during Zoom meetings is perceived in Figure 4. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 4.  A student sending a message to the lecturer via the Edmodo messaging 

feature to obtain constructive feedback 

 



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Figure 5. The lecturer opening an electronic dictionary as a feedback on student’s 

wrong pronunciation 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

Regarding independent learning skills, three participants agreed that bichronous online 

learning had thrived their ability in self-learning which leads to academic achievement.  

 
“I think one of the benefits of bichronous online learning is that I can learn English by myself either 

inside or outside the class.” (Student 7, Female). 

“Bichronous online learning has increased my ability to learn independently. Several days before the 

final test, I played Zoom recordings from the previous meetings. I also checked the materials from lecturer 

and my friends that were posted in Edmodo.” (Student 8, Male). 

“Learning English using bichronous online learning is beneficial in terms of autonomy especially during 

the pandemic like today.” (Student 10, Male). 

 

 The aforementioned findings align with several prior studies. In their study, Duncan et al., 

(2012) revealed that synchronous and asynchronous online forums were an effective way in 

increasing students’ performance. Similarly, Coogle & Floyd (2015) also pinpointed that students’ 

positive learning experience through their active interactions resulted in a better overall performance 

of information they obtained. The interactions included students’ participation in reading and field 

experience, reflecting, and responding to the materials. Additionally, Rehman & Fatima (2021) 

assumed that the combination of synchronous and asynchronous online learning provided students 

with interactive learning as they received positive reinforcement and feedback from the lecturer. In 

respect of independent learning, students perceived independent assignments in the text or during a 

live session class as beneficial factors to enhance their learning quality (Coogle & Floyd, 2015). In 

this study, it is clear that students consider their academic achievement has improved because of 

assignments, quizzes, and tasks given by the lecturer well as feedback from either their lecturer or 

fellow students. Furthermore, through bichronous online learning students have an opportunity to 

be independent learners. 

 

Communication and Interaction 

Data on Table 6 show students’ perceptions of the implementation of bichronous online learning in 

terms of communication and interaction. 

Data on the Table 6 indicate the majority of the participants (92.2%) strongly agreed/agreed 

that bichronous online learning removed the limitation of place and time. Most of the participants, 

54 out of 57, approved that bichronous online learning encouraged students’ interactions with the 

lecturer and peers. Finally, only 10.2% of the participants did not agree if bichronous online learning 

supported social relations among students, while the rest, 89.8% concurred with the statement.  

  Concerning unlimited place and time settings, in the interview some participants mentioned 

“more efficient, practical, and flexible”. This is because bichronous online learning enables students 

to learn English anywhere and anytime especially in the pandemic, where students are obliged to 



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study at home. During the asynchronous mode, students can access the materials and interact with 

the lecturer or other students for 24 hours. This mode is considered flexible since it provides students 

with an excellent opportunity to learn at their own pace and time. In this case, Edmodo as 

asynchronous learning tool plays a significant role in facilitating as well as enhancing the 

effectiveness of communication in learning (Al-Said, 2015). Concerning practicality issues, 

synchronous mode gives students a good chance to attend face-to-face meetings although they are 

separated few thousand miles away from the lecturer (Guzacheva, 2020).  

 

Table 6. Students Perceptions of Communication and Interactions 
No. Statement Option Frequency Percentage 

8. Bichronous online 

learning removes the 
limitation of place and 

time. 

Strongly Agree 

Agree 
Disagree 

Strongly Disagree 

11 

41 
5 

0 

19.3% 

71.9% 
8.8% 

0% 

9. Bichronous online 
learning encourages the 

interaction between 
lecturer and students. 

Strongly Agree 
Agree 

Disagree 
Strongly Disagree 

 

10 
44 

3 
0 

17.5% 
77.3% 

5.2% 
0% 

10. Bichronous online 

learning supports 

stronger social relations 
among students when 

studying at home. 

Strongly Agree 

Agree 

Disagree 
Strongly Disagree 

12 

39 

6 
0 

21.1% 

68.4% 

10.5% 
0% 

 

 In terms of effective interactions in a synchronous environment, Coogle & Floyd (2015) 

figured out two aspects which considered valuable by the students: instructions with the lecturer and 

interactions with peers. Students appreciated the opportunity to ask questions, get direct answers, 

and hold face-to-face conversations. They were also delighted to listen to the lecturer’s life 

experiences and stories. In addition to interactions with the lecturer, students also perceived 

interactions with peers are worthy of notice. Students enjoyed a live class discussion because it 

sharpened a sense of connectivity, improved concept comprehension, and facilitated information 

exchange. In a pandemic situation like today, combining asynchronous and synchronous online 

learning equips students with a safe, convenient, and user-friendly virtual setting. 

 

Students’ Challenges to the Implementation of Bichronous Online Learning 

Data on the challenges faced by the students during the implementation of bichronous online 

learning were acquired from the results of the interviews and observations. Three out of fifteen 

participants mentioned “no”, “nothing”, and “none”, which indicated that they did not face any 

major problems for the implementation of bichronous online learning during the pandemic. The 

findings are similar to Rigo & Mikuš (2021) research, which indicated that 66% of the respondents 

could not think of any disadvantages or weaknesses of using the combination of asynchronous and 

synchronous online tools in distance learning. Besides the above-mentioned responses, students did 

not mention any challenges regarding the learning system.  

Instead, most of the participants (12 out of 15) pointed out some technical problems related to 

networks such as poor internet connection and limited data plan. The results of observation revealed 

that during synchronous meetings, one or two students apologized to the lecturer for their internet 

connection problems. This had made them could not answer the lecturer’s questions or actively 

participated in a live discussion. Bad internet connection also made students unable to upload 

assignment files to Edmodo.  

Some previous research which was conducted in respect of online learning, whether it is fully 

or blended, also resulted in similar challenges (Coogle & Floyd, 2015; Rerung, 2018; Rianto, 2020; 

Sari & Wahyudin, 2019). In his research, Rianto (2020) investigated EFL learners’ perceptions of 

blended learning using a university e-learning system. The results revealed that most of the students 

agreed on the advantages of online learning, but they considered internet connection as the biggest 

problem that hindered the learning process. Furthermore, Rerung (2018) who examined students’ 

perceptions on blended learning in listening and speaking class also asserted that most of the 

students rated technical issues in the “very difficult” category. Similarly, Sari & Wahyudin (2019) 



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145 

 

also found out that internet connection and its speed as one of the problems hampered learning 

activities. As a result, inconvenient technology or internet network led to students’ experience in 

frustration and stress. 

 

CONCLUSION 

From the findings, it is perceived that students have positive perceptions of the implementation of 

bichronous online learning during the COVID-19 pandemic. Specifically, the positive perceptions 

are represented by students’ motivation, academic achievement, and communication and 

interaction. Bichronous online learning has increased students’ motivation since it is considered not 

monotonous and offers a variety of teaching methods/techniques. In terms of academic 

achievement, students’ engagement, active interaction, and feedback exchange have highly 

contributed to their learning outcomes. Additionally, students consider that feedback and 

interactions are essential to improve the quality of online learning.  The findings also highlight two 

primary problems related to technical issues including poor internet connections and limited data 

plan. Finally, the researchers recommend educators apply bichronous online learning rather than 

solely using asynchronous or synchronous online learning. Since online learning tools are 

flourished, educators can adjust which tools are convenient to use and cater to students’ needs. 

 

FUNDING STATEMENT 

This research received no specific grant from any funding agency. 

 

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