Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

Mariam Mouse Matta Abdelmalak (Assiut University, El Kharga, Egypt) and Julia Lynn Parra (New Mexico State University, Las Cruces, NM, USA)
Copyright: © 2016 |Pages: 19
DOI: 10.4018/IJOPCD.2016100102
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Abstract

The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.
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Background Of Hyflex

Dr. Brian Beatty (2010) has implemented HyFlex with his graduate courses at San Francisco State University. He notes a main feature of HyFlex-blending synchronous online with face-to-face components (Hybrid) in a single course and allowing students to choose when and how they attend (flexible) (Beatty, 2006; 2007a; 2007b; 2010). Beatty (2007a; 2007b; 2010) provides four fundamental principles of HyFlex:

  • Student Choice: The primary reason for using a HyFlex is to give students a choice in how they complete course activities in any given week or topic;

  • Equivalency: Provide equivalent learning activities in all participation modes;

  • Reusability: Utilize artifacts from learning activities in each participation mode as learning objects for all students;

  • Accessibility: Equip students with technology skills and access to all participation modes.

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