We Hyflexed, and Here Is What We Learned
Concurrent Session 2
A cross-functional team at a private, non-profit, Hispanic-Serving Institution responded to emerging needs from the required shutdowns for COVID-19, as well as the potential need for longer-term, remote-based teaching, to design and pilot Hyflex delivery. Pilot results will be presented, as well as lessons learned in Hyflex design and implementation.
Session Title: We Hyflexed, and Here Is What We Learned
Presenters and Authors: Bettyjo Bouchey (OLC email: email@example.com); Joseph Levy (OLC email: firstname.lastname@example.org); Craig Mealman (email@example.com)
Session Type, Conference Track, Institutional Level, and Audience Level
Session Type: Education Session
Conference Track: Teaching & Learning Practice
Institutional Level: Higher Ed
Audience Level: All
Keywords: Hyflex, flexible course design, student agency, adult returning students
A cross-functional team at a private, non-profit, Hispanic-Serving Institution in the midwest responded to the need that presented itself through the shutdowns required during the COVID-19 outbreak in the United States, as well as the potential need for longer-term, remote-based teaching and learning by designing a phased, mixed methods study that will incorporate student and faculty input into the design of a Hyflex course (pilot delivery model) and to examine the impacts of the model on student agency, satisfaction, and learning achievement. The study was conducted in the Summer term of 2021 in an undergraduate degree program largely serving adult learners. The guiding research questions were:
Student Agency: Research Question 1 (RQ1): What factors influenced students' sense of agency when making learning choices within the pilot delivery model?
Student Satisfaction: Research Question 2 (RQ2): What factors influenced students’ sense of satisfaction within the pilot delivery model?
Research Question 3 (RQ3) (a): How does student agency influence learning achievement?
Research Question 3 (RQ3) (b): How does student satisfaction influence learning achievement?
With COVID-19 interrupting operations at higher education institutions throughout the United States, attendees stand to benefit from exposure to one institution’s approach, implementation, and lessons learned in relation to piloting a Hyflex model (Garrett et al., 2020). Moreover, an increasing demand in flexible modalities beyond face-to-face instruction - even pre-pandemic - makes the conversation with presenters relevant in exploring key student and faculty input guiding the creation of a pilot delivery model. Given the growing necessity and priority of doing more to incorporate diversity, equity, and inclusion into higher education practices (Montenegro & Jankowski, 2020), the presentation’s focus on student agency as part of this pilot is a case study example for embedding equity and inclusion into existing institutional processes like course design.
Session speakers will give a brief overview of the tenets of Hyflex used in the pilot at the institution, the pre-study activities that were completed to contribute to a robust pilot, and then benefit from the results and findings of the study (data is currently being compiled and analyzed since the pilot ended on September 19, 2021). Beyond audience polls throughout the session, participants will have the opportunity to engage in a Questions and Answers Forum (synchronously and asynchronously during the session). Time will also be allotted for participants to actively ideate with session speakers and peers on how tenets of Hyflex could be incorporated at their institutions to increase instructional flexibility, as well as how to better leverage student agency theory for success.
Learning outcomes for the session include:
Attendees will be able to describe at least two tenets of Hyflex as implemented by presenters.
Attendees will be able to explain how student agency can be factored into course design and instructional methods.
Attendees will be able to summarize the results of the pilot study.
Attendees will be able to identify relevant components of the pilot study which could be implemented at their institution or in their practice.
Attendees will identify one issue or challenge related to considering implementing a Hyflex design at their institution
Garrett, R., Legon, R., Fredericksen, E. E., & Simunich, B. (2020). CHLOE 5: The pivot to remote teaching in spring 2020 and its impact. Quality Matters. Retrieved from https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOE-5-report-2020
Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).