EXPLORING SYNCHRONICITY AND FLEXIBILITY: BICHRONOUS LEARNING AS A MODEL FOR INCLUSIVE HIGHER EDUCATION IN SOUTH AFRICA

Abstract

This paper investigates the comparative potential of synchronous, asynchronous, and bichronous learning models in addressing persistent inequalities in South African higher education. Situated within a constructivist theoretical framework, the study explores how bichronous learning, blending real-time engagement with self-paced study, offers a flexible and inclusive pedagogical model capable of supporting diverse learner needs, particularly in contexts characterised by digital divides and infrastructural disparities. Adopting a qualitative desktop review methodology, the study critically synthesises findings from 72 peer-reviewed articles, thematically analysed using the Critical Appraisal Skills Programme (CASP) checklist and Braun and Clarke's six-step framework. The results reveal that while synchronous and asynchronous approaches have individual strengths, bichronous learning provides a more adaptable and resilient strategy for promoting academic success, engagement, and graduate employability. The paper recommends a structured implementation framework for bichronous learning in South African higher education. It highlights avenues for further research into its long-term impact on inclusivity and workforce readiness.