towards flexible learning for adult students: hyflex design
DESCRIPTION
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.TRANSCRIPT
Society for Information Technology and Teacher Education International Conference 2014
Jacksonville, Florida, United States
March 17-21, 2014
Towards Flexible Learning for Adult Students: HyFlex Design
Mariam Abdelmalak, Ph.D.The New Valley College of EducationAssiut University
Agenda:
• HyFlex Design• HyFlex Design and Andragogy• The Purpose of the Study• Methodology• The Design of an Educational technology Course That
Followed the HyFlex Design• Students’ Perspectives• Conclusion
HyFlex Design:
HyFlex Design and AndragogyAndragogy HyFlex Design
Self-concept of self-directedness, resulting in a desire of having some control over learning
The differences and richness of adult experiences; a need for avoiding “one size fits all” approach;
Students as learning resources for one another
Providing choices regarding their mode of participation, resulting in a sense of control
The combination of face-to-face and online approaches results in multiple paths to instruction;
Students learn from each other through threaded discussions and other out-of-class activities.
Andragogy HyFlex Design Adult orientation to learning;Relevance to real world situations
Motivated by having choices about how, where, and when to learn Motivated by having a sense of personal control of the learning context.
Flexibility to attend class in person or online, depending on their schedule, personality, work/family requirements, etc., results in increase the relevance of the learning environment to adult learners’ life circumstances.Flexible choices to participate online, F2F, or both;
Students control the time & place of their participation
The Purpose of the Study
• The purpose of this study was to answer the following question:
What are students’ perceptions of HyFlex design
Methodology• Qualitative Case Study.• Data Gathering Methods:
Observation: a graduate educational technology course for one semester.
In Depth-Interview: 6 graduate students.Recordings of class meetings Students’ coursework such as assignments and
presentations • Analysis: The cross case analysis
The Design of an Educational technology Course That Followed the HyFlex Design:
Before the HyFlex Design After the HyFlex DesignFace-to-face
Meeting every week
Face-to-face + online (adobe connect room) + class recordings
Meeting twice a month
Sample Week:Face-to-face students
Online students Students who do not attend either face-to-face or online
Share verbally thought & ideas
Can use chat in adobe connect room
Face-to-face students collaborate together
Share verbally using microphone and share screen features in adobe connect roomUse chat
Online students collaborate together using adobe connect room
Listen to the class recording, and respond in the discussion area.
Discussion area
Students’ PerspectivesAccommodating students’ needs and their life
circumstances [The instructor] is flexible. It is logical flexibility. She accommodates the fact that we have a life outside our academic life. It is recognition of the fact that she is working with people who have jobs, kids, and family, and what else can happen. She recognizes we are adults; we are running things that can interfere with the class schedule and prevent us from making the face-to-face sections, so the recordings and the online options are there in case something happens. (Sonia)
Students’ PerspectivesAccommodating students’ needs and their life
circumstancesBy doing that [having face-to-face and online sections], [the instructor] accommodates her students’ needs. She recognizes that in order to meet students’ needs, accommodations need to be met in more ways than just learning accommodations. It is also a physical presence accommodation. I appreciate that. (Sara)
She accommodates my needs of time by allowing me to attend online. Otherwise I would not be able to take this course.
Students’ PerspectivesDifferentiating Instruction
It is how I learned in the past. I am older, and face-to-face is more comfortable to me, technology is not comfortable for me. I like to be in the class and learn from other students and from the instructor; it just felt more comfortable for me. (Tina)
I LOVE online learning. It is the best way to learn. You get the online content, discussion and resources that are quickly delivered and available 24 hour. This lesson needs to be shared with many instructors, that we can learn online and do not have to be sitting in chairs listening to a lecture in order to learn. (Sara)
Students’ Perspectives• Increasing access
I think there are many advantages of having multiple delivery modes, like the advantage of just having the option if something happens, so you do not feel like you are missing out. Last class, I did not attend the face-to-face meeting because I was sick, but I listened to the recording. I felt like I was there, and then I participated in the discussion area [Canvas’ discussion]. (Karl)
Students’ Perspectives• Encouraging student control
Traditional delivery is a matter of control from the school and from the instructor, it forces you to conform to what they want and what they believe is the most efficient method of delivery. But in this class, we recognize that the most efficient method of delivery may be different for each person. Due to constraints external to our academic life, we may not be able to attend class in person but will benefit from the online option. If something comes up where we cannot even attend the online section, then we benefit from the recordings because we can listen to what was covered. So it is recognizing that not everyone has to attend every class and take notes. We are taking control of our own learning situation, rather than someone else taking control of it. (Sonia)
Conclusion:• Adult learners need flexible learning so they can balance
study, work, family and other commitments.
• The HyFlex course design acknowledges that learners have different needs and preferences concerning participation in the instructional environment and activities.
• The HyFlex course design encourages students to study when and where they are able to so.
• Educators of adult learners are actively encouraged to find effective and flexible delivery models to provide all students with more convenient access to quality learning experiences than is possible with traditional on campus offerings alone.
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Q & A
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