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Learning Research Updates

The Future of Education International Conference Paper: Hybrid Flexible Teaching and Learning in Higher Education

July 21, 2022
ND Learning

Members of the ND Learning Learning Research team presented a paper at The Future of Education International Conference on July  1, 2022. Their paper, “Hybrid Flexible Teaching and Learning in Higher Education—What Have We Learned? Technology, Experience, and Perceptions,” can be viewed below.

Citation:

Ambrose, G. Alex, Tal Soffer, Kevin Abbott, Orly Klein-Latucha, Maya Usher, and Arnon Hershkovitz. 2022. “Hybrid Flexible Teaching and Learning in Higher Education—What Have We Learned? Technology, Experience, and Perceptions.” Paper presented at The Future of Education International Conference, June 30-July 1, 2022. 

Abstract:

Hybrid flexible (HyFlex) course designs—that is, multi-modal courses which combine online and in-campus components—have been successfully used in higher education for over a decade and have become popular around the globe following COVID-19 outbreak, as it enables inclusive participation. Notably, the massive use of such designs helped identify not only their benefits but also their challenges. This paper brings together findings from 3 studies that shed light on HyFlex courses from multiple points of view. Study 1 examined to what extent do HyFlex classrooms support and enable active learning (n1=29 faculty and n2=1215 students in a large private university in the USA, based on online questionnaires, October 2020). Study 2 explored instructors’ (N=695) and students’ (N=4159) perceptions of aspects related to technology, pedagogy, engagement, and communication in HyFlex courses (n1=695 faculty and n2=4159 students in a large research university in Israel, Summer 2021). Study 3 investigated metaphorical perceptions of instructors and students from Israel towards HyFlex lessons (n1=130 faculty and n2=80 students across Israel, Summer 2021). Taken together, findings from these studies emphasize the challenges that instructors and students—mostly, remote students—face in HyFlex course designs, hence are important for the improvement of such designs.

 

Download the full paper here.