Student Experiences in an Interactive Synchronous HyFlex Design Thinking Course during COVID-19
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| Title: | Student Experiences in an Interactive Synchronous HyFlex Design Thinking Course during COVID-19 |
|---|---|
| Language: | English |
| Authors: | Nathan Mentzer (ORCID |
| Source: | Interactive Learning Environments. 2024 32(5):1613-1628. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2110799 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Thinking Skills, COVID-19, Pandemics, Synchronous Communication, Equal Education, Learner Engagement, Learning Experience, Student Attitudes, Models, Instructional Effectiveness, Sense of Community, Communication Skills, Employment Potential, Blended Learning, College Freshmen |
| Geographic Terms: | Indiana |
| DOI: | 10.1080/10494820.2022.2124423 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | The HyFlex learning model has gained popularity in recent years and, with the outbreak of COVID-19, the demand has increased. However, there are challenges associated with the model, especially related to equity and engagement. A HyFlex model known as Interactive Synchronous HyFlex is being developed and practised by the researchers in their introductory design thinking course. The purpose of the paper is to understand the experiences of students using the Interactive Synchronous HyFlex model. A qualitative method in the form of focus group interviews was followed in this study to better understand the student experiences. The focus group interviews were conducted during the beginning, mid and end of the semester. The resulting themes of the study are grouped into two categories: affordances and opportunities. The themes corresponding to affordances are (a) effective model, (b) flexibility, (c) sense of community, (d) ease of communication and (e) help prepare for future jobs. The themes corresponding to opportunities include (a) software learning curve, (b) online non-contributors and (c) inconsiderate face-to-face peers. The results of the study may help faculty and higher education institutions better prepare a version of the HyFlex model taking into consideration the affordances and finding better ways to incorporate opportunities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435198 |
| Database: | ERIC |
| Abstract: | The HyFlex learning model has gained popularity in recent years and, with the outbreak of COVID-19, the demand has increased. However, there are challenges associated with the model, especially related to equity and engagement. A HyFlex model known as Interactive Synchronous HyFlex is being developed and practised by the researchers in their introductory design thinking course. The purpose of the paper is to understand the experiences of students using the Interactive Synchronous HyFlex model. A qualitative method in the form of focus group interviews was followed in this study to better understand the student experiences. The focus group interviews were conducted during the beginning, mid and end of the semester. The resulting themes of the study are grouped into two categories: affordances and opportunities. The themes corresponding to affordances are (a) effective model, (b) flexibility, (c) sense of community, (d) ease of communication and (e) help prepare for future jobs. The themes corresponding to opportunities include (a) software learning curve, (b) online non-contributors and (c) inconsiderate face-to-face peers. The results of the study may help faculty and higher education institutions better prepare a version of the HyFlex model taking into consideration the affordances and finding better ways to incorporate opportunities. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2022.2124423 |
