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Our Experience Piloting HyFlex with a Multi-Approach Option in a Teacher Education Program
PROCEEDING

, , , Southeast Missouri State University, United States

Society for Information Technology & Teacher Education International Conference, in Online, United States ISBN 978-1-939797-55-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Shifting to remote instruction in a crisis requires a different set of best practices (Darby, 2020; Reich et al, 2020; Snelling & Fingal, 2020). Southeast Missouri State University recruited faculty to participate in a pilot adopting Beatty’s (2019) Hybrid-Flexible (HyFlex) course design. Three Teacher Education Programs (TEPs) faculty reflect upon the recursive process and reflexive principles that guided their efforts to shift TEP coursework from F2F to F2F, synchronous and asynchronous remote instruction in order to model effective teaching skills, as well as to provide opportunities for teacher candidates to practice those skills, during a crisis. Faculty implemented Edler’s (2018) “Multi-Option” approach. “Multi-Options is a teaching methodology that allows students to choose the format in which they will attend class. Weekly, they have the choice of attending the face-to-face session, joining synchronously online, or viewing the class asynchronously online at their convenience. Each choice has its own requirements developed to keep the workload uniform for all students” (p. 110). Juxtaposed examples of F2F, synchronous, and asynchronous course content provide opportunities to reflect upon what worked, as well as what could be improved upon, as we continue plan for teaching during a pandemic. The authors will also discuss how the “Multi-Option” approach will impact their future instructional design and implementation of best-practices in post-pandemic TEP courses.

Citation

Bratberg, W., Clapsaddle, S. & Smith, R. (2021). Our Experience Piloting HyFlex with a Multi-Approach Option in a Teacher Education Program. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 94-98). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 25, 2021 from .

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