Abstract

Student dynamics are changing and the traditional student is no longer the norm. Up to 75% of students currently identify as Nontraditional Adult Learners (Bodfish, 2002). These students often work full time, juggle school,l and other responsibilities. In addition, COVID has resulted in the shutdown of schools all across the world where over 1.2 billion children (k-12) are out of the classroom (Li & Lalani, 2020). These two factors have shifted many classes to an online platform where the use of video conferencing tools, virtual tutoring, online learning software, and various apps have become more familiar and more utilized. Moving online allows for continued studies as the world continues to figure out how to adapt with various school reopening models. Enter HyFlex. Dhawan (2020) describes HyFlex as a delivery where “each class session and learning activity is offered in-person, synchronously online, and asynchronously online. Students can decide how to participate.” In Fall 2020, faculty at Athens State were trained and piloted classes navigating using HyFlex as the university began to reopen its operations. In this paper we will discuss the lessons learned as instructors aimed to offer flexibility for all students in an uncertain world by implementing the HyFlex model.

Citation

Bergantz, L. & Gale, M. (2021). HyFlex: From Brick to Click. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 75-80). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2023 from https://www.learntechlib.org/primary/p/219117/.

© 2021 Association for the Advancement of Computing in Education (AACE)