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Connecting Online and Onground Learners with HyFlex Courses

Discover how HyFlex courses blend online and traditional learning modes to offer flexibility and choice to graduate students at San Francisco State University. Explore the principles, benefits, and course types of HyFlex, as well as student feedback and research results.

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Connecting Online and Onground Learners with HyFlex Courses

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  1. Connecting Online and Onground Learners with HyFlex Courses Dr. Brian BeattySan Francisco State University September 16, 2010

  2. What is a HyFlex course? Hybrid + Flexible = HyFlex HyFlex Onground Online Learning Community

  3. STARTING POINT • Graduate program • Established, face to face history • 130 students, 3 FT faculty, 5-10 PT faculty • Regional campus (workers and commuters) • Seminar courses • Instructional Technology topics (learning, design, integration, media, etc.) • Technology users

  4. HyFlex Course Principles Learner Choice:Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically). Equivalency:Provide equivalent learning activities in all participation modes. Reusability: Utilizeartifacts from learning activities in each participation mode as “learning objects’ for all students. Accessibility: Equip students with technology skills and access to all participation modes.

  5. Why HyFlex? Student:Allows students to control the pace of their lives a little more: Adapt to changing work requirements, family requirement, and regional “events” Program:Allows ITEC to serve distance students without developing and maintaining a self-contained online degree program; expands course choice options (overlaps) University:CSU interest in OLDPs - expanding program reach; reducing bottlenecks to graduation

  6. TWO COURSE TYPES • Type A: Small to moderate interactive classes • Content presentation and class discussion • Ex: Graduate seminars • Type B: Large lecture classes • Minimal in-class interaction among students and faculty • Ex: Undergraduate required courses

  7. Type A: Student Experience Attend Class in person? Class Topic, Goals, Other Factors LMS YES NO Online Agenda In-class Agenda Shared Resources Online Activity (discussion) Independent Activity (information) In-class Activity (discussion) Demonstrate Class Outcomes

  8. LMS Delivery (Moodle)

  9. PERSISTENT LINKS TO CONNECT Connects students to the course, resources, and each other every week.

  10. WEEKLY TOPIC AREA FOR CONTENT

  11. OPT = optional REQ = required Discussions Onground Participants Online Participants Weekly Reflection REQ REQ Live In-class Interactive Discussion REQ OPT Asynchronous Topical Discussion REQ OPT

  12. Type B: Lecture Capture (CourseStream) • Lecture capturetechnology is capable of packaging and distributing lectures in different formats (Rich media echo, Podcast (MP3), Enhanced Podcast, Video).

  13. CourseStream Workflow with Moodle Schedule Capture Process Student Access Publish

  14. Resource Seamlessly integrate lectures into course design using the Echo360 Resource

  15. Research Question #1 When given a choice, do graduate students “HyFlex?”

  16. Participation Log Results: Face to FaceOnlineAbsent Absent Online Face to Face

  17. Research Question #2 What do graduate students say about their HyFlex experience ?

  18. IN BRIEF … • 80% say they learned as much as expected or more • 80% prefer blended classes; 60% prefer to choose their own blend (HyFlex) • Some like working online, most like in-class; (almost) all like flexibility

  19. SURVEY RESULTS: STUDENT COMMENTS 1 - “APPRECIATING FLEXIBILITY”

  20. SURVEY RESULTS: STUDENT COMMENTS 2 - “ONLINE NOT THE BEST”

  21. SURVEY RESULTS: STUDENT COMMENTS 3 - “I LIKE ONLINE.”

  22. RESEARCH QUESTION #3: HOW ARE PARTICIPATION MODE AND GRADE RELATED? ANSWER: NO SIGNIFICANT CORRELATION – EXCEPT FOR ABSENCE

  23. Is HyFlex for You? Do you need/want the HyFlex approach? What value would it add? (student-control, increased online offerings, resolve scheduling conflicts, increased course enrollment) What support/cost would it require? (training, staff, technology, admin structure, faculty/student acceptance)

  24. HOW TO GET STARTED Choose one course to start your re-design (or start from scratch): • Can the content be taught in both modes? • Can studentslearnin both modes? • Can facultyteachin both modes? • Do administrativestructuressupport both?

  25. CREATING A HYFLEX COURSE 1. Determine course goals (student outcomes); these may need to be modified when taught in both modes. What course goals (outcomes) cannot be met through online delivery (or classroom)?

  26. CREATING A HYFLEX COURSE 2. Create the instructional objectives and plan for assessment. What types of assessments cannot be used well in online mode? What alternativesmay work better?

  27. CREATING A HYFLEX COURSE 3. Identify, gather, and create content. How can you quickly build online content from existing materials (re-use)? Where can you look fornew content for online courses? (Content developed for either mode may be useful in both.)

  28. CREATING A HYFLEX COURSE 4. Select or develop an instructional approach (overall strategy and specific activities). What do you value in the instructional process? What are your goalsaddressing interaction? What instructional strategyare you implementing? Which activitiessupport this?

  29. CREATING A HYFLEX COURSE 5. Communicate clear instructions. How will the HyFlex option be explained to students? How will students know what to do week by week? What support/direction do online students need that onground students may not?

  30. CREATING A HYFLEX COURSE 6. Prepare learning supports. What resources do you need for both modes? (reuse!) What administrative structures do you need? (course listing, enrollment, grading, etc.)

  31. SIX STEPS TO HYFLEX

  32. ADOPTING HYFLEX Understand your system Apply principles of change management Consider the innovative nature of teaching a new way, supporting by new[er] technology

  33. Pragmatists Stick with the herd! Conservatives Hold on! Visionaries Get ahead of the herd! Skeptics Techies No way! Try it! Adoption Lifecycle from “the Diffusion of Innovations” by Everett Rogers and “Crossing the Chasm”, by Geoffrey Moore Where are your faculty, students, and administrators? Innovators Early Early Majority Late Majority Laggards Adopters

  34. choose HyFlex your alternative Dr. Brian Beatty bjbeatty@sfsu.edu HyFlex Blog http://drbrianbeatty.com HyFlex Papers and Presentations http://itec.sfsu.edu/hyflex/hyflex_home.htm

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