Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

2016 ◽  
Vol 6 (4) ◽  
pp. 19-37 ◽  
Author(s):  
Mariam Mouse Matta Abdelmalak ◽  
Julia Lynn Parra
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Adult Students ◽  
Course Design ◽  
Learning Opportunities ◽  
Student Attendance ◽  
Course Content ◽  
Face To Face ◽  
Course Work ◽  
Class Meetings

The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.

Case Study of HyFlex Course Design

2018 ◽  
pp. 298-317
Author(s):  
Mariam Mousa Matta Abdelmalak ◽  
Julia Lynn Parra
Keyword(s):  
Graduate Students ◽  
Course Design ◽  
Online Course ◽  
Student Attendance ◽  
Course Content ◽  
Differentiating Instruction ◽  
Class Meetings ◽  
Multiple Case ◽  
And Control

The purpose of this qualitative comparative multiple-case study was to explore students' perspectives regarding implementation of HyFlex course design in a graduate level course. The main feature of HyFlex is related to hybrid and flexible student attendance: students choose how and when they achieve attendance. The data collection sources in this case study included interviews of six graduate students, class observations, recordings of class meetings, and related online course artifacts. Results indicated that participants perceived both benefits and challenges related to HyFlex implementation. Benefits included (1) accommodating for students' needs and life circumstances, (2) differentiating instruction, (3) increasing access to course content and instruction, and (4) encouraging student choice and control. Challenges included (1) students taking advantage of the flexibility and (2) technical difficulties. Additionally, for this chapter, the instructor in this study provides an update of HyFlex implementation.

Student Profile and Its Effects on Online and Hybrid Courses

2010 ◽  
pp. 89-111
Author(s):  
Seta Boghikian-Whitby ◽  
Yehia Mortagy
Keyword(s):  
Learning Styles ◽  
Adult Students ◽  
First Generation ◽  
Online Courses ◽  
Total Sample ◽  
Online Delivery ◽  
Adult Age ◽  
Face To Face ◽  
Student Profile ◽  
Control Section

This chapter is based on a longitudinal descriptive study that identifies the types of students enrolled in a Management Information Systems class offered in face-to-face and online delivery modalities over 15 semesters. The study used a total sample of 622 students where 296 students were enrolled in the faceto- face control section and 326 students were enrolled in the online experimental sections. The study profiles the demographics of students including: student type (traditional undergraduate or adult), age, gender, ethnicity, Myers Briggs personality profile, religion, citizenship, marital status, academic family generation, academic major, academic standing (freshman, sophomore, junior, senior), and grade point average (GPA). The study findings include: (1) adult students dominated the online delivery modality. (2) African American and Hispanic female adult students prefer taking online courses compared to face-to-face. (3) Forty percent of the students enrolled in online delivery modality were of extravert type. (4) The majority of the first generation students were enrolled in face-to-face delivery modality. Recommendations include short modules, use of different exercises in order to accommodate various learning styles. The chapter and the study results will assist administrators and faculty members to make better decisions by understanding the student population type.

Technology in Education: Learning Opportunities for Teachers and Students

2020 ◽  
Vol 112 (1) ◽  
pp. 46-50
Author(s):  
Shweta L. Reddy ◽  
Janace Bubonia
Keyword(s):  
Learning Styles ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Technology In Education ◽  
Course Content ◽  
Educational Backgrounds ◽  
Technological Competence ◽  
Diverse Learning ◽  
Teachers And Students ◽  
Education Today

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

scholarly journals Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

2021 ◽  
Vol 9 (1) ◽  
pp. 218-240
Author(s):  
Darren S. Hoffmann ◽  
Katherine Kearns ◽  
Karen M. Bovenmyer ◽  
W. F. Preston Cumming ◽  
Leslie E. Drane ◽  
...  
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Learning Outcomes ◽  
Institutional Design ◽  
Course Design ◽  
Collaborative Work ◽  
Hybrid Approach ◽  
College Courses ◽  
Face To Face ◽  
Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

Effective Online Courses in Business Administration

2011 ◽  
pp. 237-246
Author(s):  
David L. Sturges
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Student Performance ◽  
Business School ◽  
Course Design ◽  
Online Courses ◽  
Cost Benefit ◽  
Traditional Learning ◽  
Course Content ◽  
Traditional Course

Technologies used to enhance, augment, or replace traditional course content have been widely examined. With few exceptions, study of these technologies focuses on the effects of the technologies in isolation. Only a few discussions have attempted to evaluate multi-technologies and their contribution to effective learning for online students. This chapter looks at the traditional learning styles and creates a model for robust, multi-technology, student learning-centered approach to optimize student learning in online classes in a business school. It finds that a well-designed, multi-technology approach results in better student performance, more satisfied students, and greater cost-benefit for the business school. The results have been adapted into course design to create a new kind of resource for online course deployment.

scholarly journals DIFFERENCES IN LEARNING OUTCOMES FOR THE ONLINE AND F2F VERSIONS OF “AN INTRODUCTION TO SHAKESPEARE”

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Mary Ann Koory
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Course Design ◽  
Experimental Comparison ◽  
Campus Environment ◽  
Course Content ◽  
One To One ◽  
Adult Learning Styles ◽  
The Many ◽  
Literature Class

The same course in both an online and on-campus environment makes for an extended experimental comparison of learning outcomes, while controlling for two important variables: the instructor and the content of the course Students learn course content through four kinds of encounters—alone, one-to-one, one-to many, and many-to many.The online version of “Introduction to Shakespeare” course has consistently better learning outcomes than the on-campus version, as a result of the compelling nature of the one-to-one communication mode online and the textual nature of the many-to-many and one-to-many modes online. Text-based communication in the online class reinforces the skills pertinent to a literature class. Other crucial factors are online pedagogy and the self-selection. Ultimately, the differences between the online and F2F classrooms may be less crucial to learning outcomes than the degree to which the course design, regardless of technological environment, develops and supports students’ abilities to practice adult learning styles.

scholarly journals Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

2021 ◽  
Vol 9 (1) ◽  
pp. 218-240
Author(s):  
Darren S. Hoffmann ◽  
Katherine Kearns ◽  
Karen M. Bovenmyer ◽  
W. F. Preston Cumming ◽  
Leslie E. Drane ◽  
...  
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Learning Outcomes ◽  
Institutional Design ◽  
Course Design ◽  
Collaborative Work ◽  
Hybrid Approach ◽  
College Courses ◽  
Face To Face ◽  
Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

scholarly journals From Synchronous Face-to-Face Group Work to Asynchronous Individual Work: Pivoting an Enterprise Modelling Course for Teaching during a COVID-19 Lockdown

2020 ◽  
Author(s):  
Andreas Drechsler
Keyword(s):  
Group Work ◽  
Course Design ◽  
Design Principles ◽  
Design Features ◽  
Specific Design ◽  
General Design ◽  
Course Content ◽  
Face To Face ◽  
Enterprise Modelling ◽  
Asynchronous Interactions

This paper outlines the challenges faced in a particular instance of an enterprise modelling (EM) course that lost the ability to have face-to-face interactions and describes a solution that proved to be at least equally effective and appreciated when moved online. The revised course design is primarily driven by exercise and assignment work, provides course content in a ‘piecemeal’ fashion, and relies almost exclusively on asynchronous interactions. This paper distils the solution into specific design features of the revised course as well as more general design principles that can be applied to other EM courses (and potentially beyond).

scholarly journals ESP COURSE DESIGN: EOP TOUR GUIDE

2017 ◽  
pp. 106-114
Author(s):  
MARINA A. PIROGOVA ◽  
Keyword(s):  
Adult Students ◽  
English Language ◽  
Course Design ◽  
The United States ◽  
United States Department ◽  
Situation Analysis ◽  
Context Analysis ◽  
Tour Guide ◽  
Course Content ◽  
Final Project

This paper examines the English language needs in an ESP course at Amur State University, Russia. The course designed was based on a Target Situation Analysis (TSA), Present Situation Analysis (PSA) and Context Analysis taking into accounts some basic concepts forwarded by Kay Westerfield and Jennifer Rice through online teacher training course with University of Oregon, Linguistics Department, American English Institute (UO AEI) «English for Specific purposes, Best Practices». The author of the article completed the course administered by the United States Department of State, Bureau of Educational and Cultural Affairs. Final project «ESP Course Design: EOP Tour Guide» now is a part of the curriculum of the target professional group of students. Feedback from the ESP group (EOP: Tour Guide) indicated that the course content was tailored to suit their professional needs and wants and contributed to a positive EL experience for these learners who are adult students from a non-native English speaking background.

scholarly journals Teaching Public Speaking Online–Not a Problem but an Opportunity!

2019 ◽  
Vol 2 ◽  
pp. 76-82 ◽  
Author(s):  
Sherwyn Morreale ◽  
Janice Thorpe ◽  
Susan Ward
Keyword(s):  
Public Speaking ◽  
Course Design ◽  
Design Model ◽  
Design Stage ◽  
Design Strategies ◽  
Course Content ◽  
Face To Face ◽  
Initial Design ◽  
Online Public Speaking ◽  
Integrated Course Design

This reflection essay focuses on the problems inherent in the design and development of an online public speaking course, which in part result from presuming the course must mirror its face-to-face counterpart. Based on our own experiences and background in designing an online public speaking course, we recommend that instructors and administrators of this course solve such problems by employing design strategies that effectively adapt the course content and pedagogy to a digital context. The essay begins with a description of an integrated course design model (Fink, 2005) that proved useful to us for accomplishing this task. Then we discuss how we used the four components of the initial design stage of this model to take advantage of opportunities for teaching public speaking online.

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