Abstract:

The COVID-19 pandemic has compelled higher education institutions (HEIs) across the world to switch from on-campus to online mode of operations. The effectiveness of this transition varies across institutions, depending on many factors including institutional agility and infrastructure, capability of faculty and students, and government support. In this context, Middle East College (MEC), based in the Sultanate of Oman, is an interesting case study since the institution successfully shifted its operation to the online mode without losing even a day. This was possible due to agile leadership, its proactive response, the robustness of its pedagogical practices, technological tools, supportive technology and infrastructure, robust professional practices and a qualified teaching workforce.

Though online interactive teaching provided a replacement to face-to-face teaching, its effectiveness is seriously debated in the literature. Early studies at MEC revealed that the level of interactivity in the online mode needed to be enhanced for an effective learning experience. The pandemic required the approach to be flexible in order to provide students a range of choices in terms of both the delivery mode as well as the learning experience. While drawing upon the existing strengths of the institution, the new approach considered:
(a) the strength of online and face to face modes;
(b) the need for increasing interactivity over the online mode; and
(c) enhancing flexibility.

This case study examines the use of HyFlex-based mode of delivery that helped the institution address all the above aspects. HyFlex (Hybrid-Flexible) is a teaching and learning approach that blends the best elements of in person face-to-face learning, in person online learning, and asynchronous learning. Students were also provided the flexibility to participate asynchronously through pre and post-class digital learning materials. The three-dimensional interactivity model – student-faculty, student–content, and student-student was also adopted. An appropriate learning design including frequent polls and activities, interactive digital content, and techniques promoting group work using breakup rooms were implemented for enhancing interactivity.

The case study investigates the extent of the effectiveness of these interventions. The practices were observed, recorded, and measured by conducting surveys administered to students and staff, focus groups, interviews, and student performance evaluations. The initial feedback indicates high level of student and staff satisfaction, appropriateness of learning design, sufficiency of technology and IT infrastructure, suitability of academic regulations, and the effectiveness of support mechanisms. The case study results suggest that the Hyflex-based mode approach provides appropriate opportunities to HEIs to create a flexible and enabling learning environment that can be engaging, interactive, and effective.

The findings of the case study shed further light on the impact of this approach on autonomous learning, especially in such challenging situations. They also provide interesting insights on how the learning processes could be designed to complement appropriate applications of technology, academic regulations, assessment approach, and online support services to learners to facilitate a successful learning experience. The insights offered by this study and the recommendations will be highly relevant to institutions in similar contexts.

Keywords:

Innovative Pedagogies, Technology Enhanced Learning, Flexible Learning model, Hybrid Learning model, Autonomous Learning, Digital Interactivity.