Distance learning, an appealing option for many students who need flexibility, lacks face-to-face interaction, feedback, and hands-on learning opportunities. HyFlex course opportunities give students the flexibility to attend on-campus, online, or asynchronously. The present case study explores the feasibility of HyFlex course design and students’ experiences with the course.
Distance learning allows students to enroll in a course regardless of their physical location. Students may enroll in online courses for beneficial reasons such as convenience, schedule flexibility, and time savings (Miller et al., 2018). Students enrolled in face-to-face classes may also need to utilize online learning methods in certain circumstances, such as due to illness, lack of childcare, severe weather conditions, or other personal concerns (Wang et al., 2018). Face-to-face courses also offer benefits: students receive immediate feedback, interact with instructors or peers, and participate in hands-on learning (Miller et al., 2018). With the COVID-19 pandemic, faculty and institutions are looking for alternative options for delivering education which may include limiting students physically present while including remote students in live sessions.
HyFlex course design provides flexibility in how students participate in classes. Although students enroll in an online course, they may still be local to the university. Furthermore, students might prefer to take a face-to-face course, but the course may only be offered in an online format. Since Hyflex course design gives students the option to attend class on-campus, remotely, or asynchronously, it provides benefits to graduate students and adult learners (Abdelmalak & Parra, 2016). The present research provides equivalent content opportunities through synchronous and asynchronous modes.
A goal of HyFlex course design is to provide students with alternative modes of learning but equivalent learning opportunities (Beatty, 2014; Wang et al., 2017). Learning is forefront, no matter which mode of attendance is chosen. The fundamental principles of HyFlex course design include the inclusion of meaningful alternatives, equivalent learning opportunities, reuse of artifacts for all students, and accessible, easy to use technologies (Beatty, 2014). HyFlex course design has value to students in their schedule and travel flexibility, rich learning environment, reduced conflicts in class schedule, and less pressure on their time (Beatty, 2014). While the present study is not a full iteration of the HyFlex model since it only included two synchronous meetings and not a full semester of synchronous opportunities, it nonetheless seeks to provide flexibility and equivalent learning opportunities as well as focus on student engagement. In terms of accessibility, the researchers provided a pre-session introduction to Zoom and utilized a high-quality 360-degree camera. The aim of these live sessions was to enhance student engagement and to learn more about the opportunities that flexible sessions may offer to students.
The present study explores the experiences of students who attend flexible sessions either on-campus, remotely, or asynchronously via interactive recordings of live sessions. The research question for this study was: how do the learning experiences of on-campus, remote, and asynchronous students compare when using HyFlex sessions?
Methodology
A case study approach was used in the present study (Yin, 2003). The case for analysis was a graduate level, mostly asynchronous online course at a midwestern university. Two sessions of this class used a Hyflex learning design. For these sessions, students had the choice to participate either on-campus, remotely, or asynchronously via an interactive recording of the live session.
An initial survey was sent out to twenty students in the course to determine interest in attending a synchronous meeting. This survey was reviewed, and two HyFlex sessions were planned. A third session was considered since students showed interest after the first two sessions; however, it was eliminated due to the COVID-19 pandemic.
The same physical classroom was used for both HyFlex sessions. A Meeting Owl 360-degree intelligent camera was centrally positioned in the classroom to pick up all activity. Four tables with computers, monitors, web cameras, and microphones were set up on the outer edges of the room and used for breakout sessions. Each session included review of course material by the facilitator, large group activities, and breakout group activities.
Qualitative data collection included a survey, classroom observations, instructional notes, and analytics from asynchronous video interactions. Student interviews are planned. The use of multiple data collection methods helps to minimize validity concerns by allowing for triangulation (Maxwell, 2013). The survey allows for students to provide feedback on their experience, whether it was during the live session or when viewing the recorded session. The facilitator wrote a reflection following each session to document perceptions and needed improvements.
Results and Discussion
Two HyFlex sessions were conducted. For the first session, four students attended on-campus, eleven students joined remotely via Zoom, and five students completed the asynchronous interactive recording. Observations from the first session allowed for improvements in the second session in both safety and efficiency. Some tables were removed from the room to allow for more space. Technology errors were noted and adjusted for the next session. For example, the Zoom information had been incorrectly distributed and, in turn, was verified before the second session. Also, a video planned for the class could not be shown since the remote students could not hear the audio. Adjustments were made prior to the second live session.
The same four students who attended on-campus for the first live session, also attended on-campus for the second live session. Twelve students attended the second session remotely via Zoom, although not all were the same students that had attended the first session. Four students watched the asynchronous interactive recording of session two later.
Synchronous attendance rates of 75% at the first live session and 80% at the second live session indicate that students found value in attending the sessions in a live format. Both remote and on-campus students were active participants in the large group discussion as well as in breakout groups. By tracking views of the recorded video, we could verify that all asynchronous students accessed the recorded video. Overall, 100% of students viewed the material in some mode. However, review of the video analytics showed that some asynchronous students skipped substantial portions of the video and only answered the required embedded questions.
A survey was sent to the twenty students who consented to be contacted. Results were reviewed after the course had ended and grades had been submitted. Three students completed the 13-item survey. Survey participation was possibly reduced due to the COVID-19 pandemic. With limited survey responses, only a qualitative analysis was completed. One student had attended both sessions on-campus, the second student had attended both sessions remotely, and the third student had viewed both sessions asynchronously. A challenge noted by the remote learner included the difficulty with hearing the on-campus students when they spoke. The remote learner added, “The full class discussion was rather challenging, however the break out into groups was terrific.” Additionally, the remote learner also noted an improvement in efficiency in the second session. The on-campus and asynchronous students reported that they would register for a blended course in the future, however, the remote learner said that she would not. According to the student that attended on-campus, “I personally prefer some synchronous sessions, whether part of the small group or the large group, because so much more can be accomplished, with better and quick[er] understanding, than all asynchronous interactions.” The asynchronous student also noted that the recorded video “helped learning.” Overall, it appears there was some value in synchronous sessions whether it was meeting in a large or smaller group.
Interviews with students are planned and data from these will be included in the presentation.
HyFlex sessions offer benefits to students in a graduate level course. Students connect with the instructor and classmates. Technology can present some limitations, but through reflection and feedback course delivery improves.
Participation and Potential Value for Attendees
The purpose of this presentation is to discuss the benefits and considerations when using HyFlex learning. Attendees will learn about HyFlex design in the graduate classroom. The presenters share best practices which can improve implementation of this learning method. Attendees are encouraged to discuss their own experiences or concerns.
References
Abdelmalak, M.M.M., & Para, J.L. (2016, October-December). Expanding learning opportunities for graduate students with HyFlex course design. International Journal of Online Pedagogy and Course Design, 6(4), 19-37.
Beatty, B. (2014). Hybrid courses with flexible participation: The HyFlex course design. In L. Kyei-Blankson & E. Nutli (Eds.). Practical applications and experiences in K-20 blended learning environments (pp. 153-177). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-4912-5.ch011
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.
Miller, T. A., Carver, J. S., & Roy, A. (2018, November-December). To go virtual or not to go virtual, that is the question: A comparative study of face-to-face versus virtual laboratories in a physical science course. Journal of College Science Teaching, 48(2), 59+.
Wang, Q., Huang, C., & Quek, C. L. (2018). Students’ perspectives on the design and implementation of a blended synchronous learning environment. Australasian Journal of Educational Technology, 34(1), 1–13
Wang, Q., Quek, C. L., & Hu, X. (2017). Designing and improving a blended synchronous learning environment: An educational design research. The International Review of Research in Open and Distributed Learning, 18(3).
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.