Examining Higher Education through HyFlex
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| Title: | Examining Higher Education through HyFlex |
|---|---|
| Language: | English |
| Authors: | Emily Howell, Sandra Linder, Joseph Ryan, William C. Bridges |
| Source: | Open Learning. 2025 40(3):252-267. |
| 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: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Doctoral Students, Intervention, Equal Education, Learner Engagement, Student Attitudes, Grades (Scholastic), Outcomes of Education |
| DOI: | 10.1080/02680513.2024.2354245 |
| ISSN: | 0268-0513 1469-9958 |
| Abstract: | This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474859 |
| Database: | ERIC |
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| Abstract: | This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education. |
|---|---|
| ISSN: | 0268-0513 1469-9958 |
| DOI: | 10.1080/02680513.2024.2354245 |
