This session explores the challenges of instructors faced by providing flexibility to students through daily choice of attendance by modality, i.e. online, livestream, or face-to-face, sometimes known as HyFlex delivery. In Fall 2020 and continuing into Spring 2021, Utah Valley University configured more than 300 classrooms to include automated recordings and simultaneous live streaming. The extra flexibility of these classrooms allowed students to choose on a daily basis how they attended class, whether face-to-face, live streaming, or online with recordings. This session shares the wisdom of four faculty who taught in these classrooms and how they simultaneously engaged two audiences, both local and remote students. After an overview of student participation and success data, the faculty panel will address key questions about teaching in synchronous blended classrooms including: 1. What advice can you give to other instructors? 2. What do students need to know to participate effectively? 3. What did you change between the 1st and 2nd time of teaching in this delivery mode? 4. What are the remaining challenges? 5. What is the future of course delivery? In Fall 2020, this research study included 12 faculty, 34 class sections, and 538 students. Students were asked how they attended class each week (whether face-to-face, livestreaming, online with recordings) and why. In Spring 2021, we explore how instructors modified their approach. Attendance patterns were correlated with pass/fail and student demographic data including age and hours of employment.
This session explores the challenges of instructors faced by providing flexibility to students through daily choice of attendance by modality, i.e. online, livestream, or face-to-face, sometimes known as HyFlex delivery. In Fall 2020 and continuing into Spring 2021, Utah Valley University configured more than 300 classrooms to include automated recordings and simultaneous live streaming. The extra flexibility of these classrooms allowed students to choose on a daily basis how they attended class, whether face-to-face, live streaming, or online with recordings. This session shares the wisdom of four faculty who taught in these classrooms and how they simultaneously engaged two audiences, both local and remote students. After an overview of student participation and success data, the faculty panel will address key questions about teaching in synchronous blended classrooms including: 1. What advice can you give to other instructors? 2. What do students need to know to participate effectively? 3. What did you change between the 1st and 2nd time of teaching in this delivery mode? 4. What are the remaining challenges? 5. What is the future of course delivery? In Fall 2020, this research study included 12 faculty, 34 class sections, and 538 students. Students were asked how they attended class each week (whether face-to-face, livestreaming, online with recordings) and why. In Spring 2021, we explore how instructors modified their approach. Attendance patterns were correlated with pass/fail and student demographic data including age and hours of employment.