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231226s2023 xx |||||o 00| ||eng c |
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|a 10.1007/s12528-023-09369-y
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|a eng
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| 100 |
1 |
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|a Mentzer, Nathan J
|e verfasserin
|4 aut
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|a The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course
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|c 2023
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|a Text
|b txt
|2 rdacontent
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|a ƒaComputermedien
|b c
|2 rdamedia
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|a ƒa Online-Ressource
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|2 rdacarrier
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|a Date Revised 28.09.2023
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|a published: Print-Electronic
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|a Citation Status Publisher
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|a © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
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|a HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful
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|a Journal Article
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|a Active learning
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| 650 |
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|a Blended learning
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| 650 |
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|a COVID
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| 650 |
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|a Design thinking
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4 |
|a Face to face
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|a Flipped Course
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|a Freshman course
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|a HyFlex
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|a Microsoft TEAMS
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| 650 |
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|a Pandemic
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| 650 |
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|a Quarantine
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| 650 |
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|a Remote
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| 650 |
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|a Student Academic performance
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| 650 |
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|a Student Learning, Online
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| 650 |
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4 |
|a Undergraduate education
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| 700 |
1 |
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|a Isabell, Tonya M
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Mohandas, Lakshmy
|e verfasserin
|4 aut
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| 773 |
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|i Enthalten in
|t Journal of computing in higher education
|d 1999
|g (2023) vom: 18. Apr., Seite 1-28
|w (DE-627)NLM098213512
|x 1042-1726
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|g year:2023
|g day:18
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|u http://dx.doi.org/10.1007/s12528-023-09369-y
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