Abstract:

This session will detail the multiple challenges encountered and lessons learned during the transition to a hyflex and online instructional format in graduate coursework. Specifically, I will discuss strategies to support effective student engagement, technology integration, and communication in the hyflex and online learning environments. l document my own learning trajectories in online and hyflex instructional pedagogies and offer evidence of strategies that have been successful in my experience with different modalities of instruction. In this presentation, I will present strategies for educators in proactive planned hyflex and online environments as well as educators in emergency instructional situations. I will also discuss lessons learned from teaching and learning in these modalities as well as future focus on student engagement for student success.

Hyflex instruction is defined as a teaching format in which students participate in class via remote synchronous instruction and face-to-face instruction simultaneously. In some hyflex settings, students have the choice about which mode of participation they select (Gonzalez-Ramirez et al., 2021). For example, a graduate class may proactively offer both remote synchronous and face-to-face participation as options for students to choose in order to make the program accessible across a wider geographic space, or to accommodate work and life balance for non-traditional students. In other cases, students may be required to attend face-to-face instruction due to health considerations such as quarantine protocols during the COVID-19 pandemic. In both instances, instructors are called upon to offer quality, engaging instruction (Anderson, 2008), including to students who are not in the same physical location. This presents many challenges to the instructor such as managing multiple modes of technology support (e.g., Zoom/Teams, screen sharing, audiovisual equipment), engaging students who are not physically in the learning environment together, and making sure content is accessible to both groups of students.

While there is abundant research on both traditional (face-to-face) pedagogy as well as online (i.e., asynchronous and synchronous) pedagogy (Allen & Seaman, 2007; Anderson, 2008; McKenna et al., 2020), there is limited guidance for best practices and effective pedagogical practices for the hyflex environment. In this session, I plan to document my own learning trajectories in hyflex and online instructional pedagogy and offer anecdotal evidence of strategies that have been successful in my own forays into the world of hyflex and online instruction. In this presentation, I present strategies for leaders in proactive planned hyflex and online environments as well as educators in emergency hyflex situations. I also discuss next steps of research that will be taken to further understand elements of student engagement, technology integration, and communication in the hyflex and online learning environments.

Objectives for this presentation include: Describe strategies for integrating support into hyflex and online coursework; describe strategies for increasing student engagement during hyflex and online courses; and explore future opportunities for how student engagement can influence student success in hyflex and online courses.

Keywords:

Hyflex instruction, online learning, student engagement, technology integration.