Sunday, October 31, 2021

Teaching in the HyFlex Learning Environment

One lesson learned from the pandemic involves offering students the maximum amount of choice possible to engage in high-quality educational experiences from anywhere, at any time, and through a variety of delivery modes. As more educational institutions offer online, distributed learning opportunities, students are no longer constrained by geographical location. However, a HyFlex (hybrid-flexible) learning environment expands learning opportunities by offering different ways for students to participate in the course. This article provides examples of HyFlex learning environments.

A HyFlex course is designed to offer components of hybrid learning in a flexible course structure that gives students the option of attending class sessions in the classroom, participating online (asynchronous or synchronous), or doing both. In the multi-modal course, students have choices about participation mode. On the other hand, faculty have to provide both an online and a classroom experience supporting student learning. Student freedom to choose participation mode is an essential character of a HyFlex design (Beatty, 2019).

Calafiore, Pablo, and Giudici (2021) compared class performance in two relatively large undergraduate introductory finance courses. One class was delivered using the hybrid (blended) format while the other class was taught using the HyFlex model. Both classes were taught by the same instructor, covering the same course materials and the same in-class, proctored exams. In the HyFlex model, students had three options: attend class face-to-face, watch the live class stream, or watch the recorded class asynchronously. For both classes, class attendance and participation were not a part of the grade calculation and attendance was not mandatory. Findings of the study suggested that non-traditional students’ grades were not affected by the type of delivery format selected: HyFlex vs. hybrid. However, in the hybrid class, students had the opportunity to select the option most appropriate to their learning needs.

In another example, Keiper, White, Carlson, and Lupinek (2021) investigated whether a video discussion board learning tool could be used effectively in courses where there was an online learning component. Flipgrid was the chosen virtual learning tool for investigation within HyFlex delivered courses in business education. The author found Flipgrid assisted in increasing student engagement and in creating an engaging online community. Regardless of the course delivery method, Flipgrid is a tool that can be utilized to increase interaction.

In summary, students are offered flexible, customizable, and technology-enhanced learning opportunities through HyFlex courses. Students choose when and how they attend a single course. The alternative participation modes allow students to choose the mode of engagement that works best for them. However, keep in mind that the design of the HyFlex learning environment matters.

References:

Beatty, B. J. (2019). Hybrid-Flexible Course Design (1st ed.). EdTech Books. https://edtechbooks.org/hyflex

Calafiore, Pablo, & Giudici, E. (2021). Hybrid Versus Hyflex Instruction in an Introductory Finance Course. International Journal of Education Research, 16(1), 40–51.

Keiper, M. C., White, A., Carlson, C. D., & Lupinek, J. M. (2020). Student perceptions on the benefits of Flipgrid in a Hyflex learning environment. Journal of Education for Business, 96(6), 343–351. https://doi.org/10.1080/08832323.2020.1832431

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Cite this blog: Washington, G. (2021, October 31). Teaching in the HyFlex Learning Environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/ 

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