Room and Zoom®: Perceptions from a K-5 HyFlex Model
Debbie Presley-O'Brien, Kara Dawson, Matthew Schmidt, University of Florida, United States
Journal of Online Learning Research Volume 8, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This qualitative interview study examined elementary teachers’ planning decisions as they transitioned from face-to-face to HyFlex learning and their perceptions of its influence on instruction and learning. The study fills a gap in research on HyFlex instruction in K-5 settings and is grounded in the Community of Inquiry (CoI) theoretical framework. Purposeful sampling, collection of artifacts, reflective journaling, and in-depth interviews allowed for triangulation. A priori and emergent coding were used to analyze data collected from five K-5 teachers implementing HyFlex during a pandemic. Results show that while teachers did not explicitly reference the CoI framework when discussing their planning decisions, they tacitly used a variety of technology tools to integrate CoI elements. They also reported positive perceptions related to how HyFlex influenced students’ technology confidence and skills, and empathy. Teachers also explained how their own technological literacy grew and how their planning processes changed. While the study site had many advantages, the results provide preliminary evidence that the HyFlex Room and Zoom® model can work in an elementary setting. It also suggest that CoI and the ISTE Standards are relevant frameworks for others to consider when implementing HyFlex in elementary grades. Keywords: HyFlex, Blended, Synchronous, Community of Inquiry, K-5
Presley-O'Brien, D., Dawson, K. & Schmidt, M. (2022). Room and Zoom®: Perceptions from a K-5 HyFlex Model. Journal of Online Learning Research, 8(2), 131-162. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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