Factors and Needs Assessment of Hyflex Learning with Science Activity Base For Strengthen Critical Thinking

Jongmuanwai, Benjapuk; Simmatun, Pawit; Teemueangsa, Sanit; Jedaman, Pornchai

doi:10.1088/1742-6596/1835/1/012095

Cited by 5 publications

(5 citation statements)

References 4 publications

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“…HyFlex learning could be described as an optimum way of learning as the variety of instruction modalities can outperform fully online and traditional face-to-face classes. With a learner-centered focus (Beatty, 2007), Hyflex learning model depends on the needs and learning processes (Jongmuanwai et al, 2021); thus, it presents various benefits shown in Table 1.…”

Section: Benefits and Challenges Of Hyflexmentioning

confidence: 99%

HyFlex teaching experience and reflections in K-12

Filiz,

Kaya,

Adiguzel

2024

ONLINE J COMMUN MEDIA TECHNOL

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This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in ‘HyFlex lesson plan development,’ participated. Data were collected through lesson plans, pre- and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well-trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students’ higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.

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Section: Benefits and Challenges Of Hyflexmentioning

confidence: 99%

HyFlex teaching experience and reflections in K-12

Filiz,

Kaya,

Adiguzel

2024

ONLINE J COMMUN MEDIA TECHNOL

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“…36 The HyFlex learning is where a student has the choice to attend classes face-to-face in-person (synchronously), online (synchronously or asynchronously) and interchange the use of the two modalities (face-to-face and online) at will during a module. 37 In HyFlex learning, therefore, the students use face-to-face and online modalities in a complementary manner. The HyFlex modality is student-centred, enhances students' knowledge and clinical practice assessment, but a study has shown that practical skills acquisition may be better with face-toface learning than HyFlex simulation learning.…”

Section: Learning Types and Activitiesmentioning

confidence: 99%

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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Background: Teaching philosophy defines the beliefs and ideas that guide practices in teaching and learning. Writing teaching philosophy statements for promotion or employment is daunting for inexperienced new faculty members. Aim: This article aims to discuss the principles of relevant educational domains that academics need to know to be well informed when writing their teaching philosophy. It also provides a new perspective on how to write the personal statements. Methods: Journal articles published in English language between 2018 and 2023 (as well as important older ones) in electronic databases (Google Scholar, MEDLINE, PubMed, and SCOPUS) were searched, sifted, reviewed and used for this narrative literature review. Additionally, the websites of educational organisations such as higher education institutions were selected using convenience sampling method and searched to ascertain practices. Results: Educators need to link teaching philosophy statements to the literature about teaching. However, there is a scarcity of literature that provides a comprehensive overview of the required domain knowledge. These domains are Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning (S-CAMPS domains). Conclusion: Using various teaching practices and models to achieve the best quality learning and valued transformation is crucial in achieving a comprehensive Scholarship of Teaching and Learning. Therefore, developing a personal philosophy provides the opportunity for reflection on utilizing the theory-practice-philosophy perspective best to serve the students, academic institution, and society.

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“…This has implications for determining the content, strategy and choice of HyFlex learning modes that suit the needs of students (Mahande and Abdal, 2022; Mahande and Abdal, 2023). However, students should be able to choose a weekly HyFlex learning modality or each topic based on their needs and learning style (Jongmuanwai et al , 2021; Esteron, 2021) to create equity pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education

Mahande,

Abdal,

Nasir

2024

ITSE

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Purpose This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education. Design/methodology/approach A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study. Findings Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity. Research limitations/implications This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies. Originality/value This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

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Factors and Needs Assessment of Hyflex Learning with Science Activity Base For Strengthen Critical Thinking

Cited by 5 publications

References 4 publications

HyFlex teaching experience and reflections in K-12

HyFlex teaching experience and reflections in K-12

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education

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