In this two year analysis of HyFlex classrooms, three of the original twelve instructors share their motivations and adaptations to teaching practices to enhance student learning and manage workload. The original study with 34 class sections and 876 students showed that students valued daily choice in class attendance (i.e. face-to-face, online, livestream, or watch recordings), meanwhile instructors bore additional burden in multi-modal delivery. This session will focus on those HyFlex attributes that remained post-pandemic, those that evolved, those that faded away, and future implications.
In this two year analysis of HyFlex classrooms, three of the original twelve instructors share their motivations and adaptations to teaching practices to enhance student learning and manage workload. The original study with 34 class sections and 876 students showed that students valued daily choice in class attendance (i.e. face-to-face, online, livestream, or watch recordings), meanwhile instructors bore additional burden in multi-modal delivery. This session will focus on those HyFlex attributes that remained post-pandemic, those that evolved, those that faded away, and future implications. HyFlex is defined as the instructor simultaneously teaching face-to-face and remote students, meanwhile providing fully asynchronous course delivery and daily learner choice of attendance.
Beatty (2016) states four HyFlex core values contribute to greater student persistence, satisfaction, and completion:
- learner control: student decides which mode to participate in
- equivalent learning: all modes lead to effective learning of same outcomes
- reusability: reuse instructional materials and activities
- accessibility: students have full access to all modes (network, knowledge, materials)
Last year we reported demographic, success, perception (both student and instructor), and mode of attendance data for HyFlex classrooms. One year later, we will report on post-pandemic HyFlex teaching practices and reflect on why we made those adaptations.