Journal of Research in Science, Mathematics and Technology Education

Beyond Asynchronous and Synchronous: Bichronous Online STEM Professional Development in Bioinformatics for High School Science Teachers

Ho Sue Kwon 1 * ,
Susan A. Yoon 1,
Jooeun Shim 2
1 University of Pennsylvania2 Teachers College, Columbia University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 9, Issue SI, June 2026, pp. 1-30
OPEN ACCESS VIEWS: 6 DOWNLOADS: 6 Publication date: 15 Jun 2026
ABSTRACT
Since connecting individual sensemaking with collective inquiry under time constraints is critical for teacher learning, online teacher professional development is essential for supporting STEM teachers in emerging interdisciplinary fields such as bioinformatics. Yet, existing programs typically deliver content through either asynchronous or synchronous modalities in isolation, and the absence of empirically grounded frameworks for K-12 STEM teacher professional development leaves unclear how design decisions across modalities shape collaborative teacher learning. This study examines how a bichronous model, combining asynchronous and synchronous modalities, mediates collaborative teacher learning. Using integrated Massive Open Online Course and video-conferencing platforms as learning environments, nine high school science teachers participated in a four-week online summer professional development course addressing teaching bioinformatics. Through analysis of 1,363 asynchronous forum posts and 205 minutes of synchronous sessions, findings revealed how teachers fluidly moved between self-paced exploration in threaded discussions and real-time problem-solving in video meetings. The platform design enabled two complementary pathways: asynchronous forums supported persistent knowledge building through archived threads and peer resource sharing, while synchronous tools facilitated immediate collective sensemaking and expert modeling. This study demonstrates how strategically integrated online modalities create a unified learning ecology that transcends traditional synchronous-asynchronous boundaries. Findings offer design implications for technology-mediated teacher collaboration in emerging STEM domains.
KEYWORDS
Asynchronous learning, Bichronous learning, High school STEM education, Online teacher professional development, Synchronous learning.
CITATION (APA)
Kwon, H. S., Yoon, S. A., & Shim, J. (2026). Beyond Asynchronous and Synchronous: Bichronous Online STEM Professional Development in Bioinformatics for High School Science Teachers. Journal of Research in Science, Mathematics and Technology Education, 9(SI), 1-30. https://doi.org/10.31756/jrsmte.511SI
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