HyFlex Attendance Lets Students Choose How to Learn One Size Doesn't Fit HyFlex Attendance Lets Students Choose How to Learn Dr. Ida Mirzaie, Dr. Henry Griffy, Apoorva Rama

Autumn 2014, Day 13: HyFlex at Work GOALS

GOALS Autumn 2014, Day 13: HyFlex at Work Autumn 2014, Day One: Full House GOALS Autumn 2014, Day 13: HyFlex at Work

As a required major/minor and General Education Arts and Sciences course, Principles of Microeconomics attracts large enrollments (600+), mostly first-or second-year students (82%). The logistical difficulty of providing basic instruction and assessment leaves little room for individualization.  This course serves as the first encounter with the Department and College for a wide range of students throughout the university. There is minimal one-on-one interaction with the instructor. The natural formation of student study groups is absent, and learning as a shared experience is limited. BACKGROUND

Give students choice and control in a large-section (600+) Intro to Microeconomics course When/how to engage Accommodate multiple learning styles Reduce instructor time spent on course logistics to increase time for subject education GOALS

HyFlex Lecture: In-person as usual Solutions

HyFlex Lecture: live-streamed via Adobe Connect Solutions

HyFlex Lecture: Students choose how to attend Solutions

HyFlex Lecture: Polling software backchannel Solutions

HyFlex Recitation (3 of 15 sections) Solutions

Quality Matters-standard LMS site Solutions

Extensive course information and forums Solutions

Extensive course information and forums Solutions

With support of a university-provided grant, ODEE and Economics team members collaborated smoothly to meet and exceed the original project goals in a timely manner. Spring 2014: Planning Summer 2014: Course Re-design & Testing Autumn 2014: Course Pilot Process Analysis

Results Students use HyFlex lecture (n=383, 387) HyFlex is grade neutral (n=554) Students value HyFlex lecture (n=554) HyFlex recitation was less successful (n=258) Results

Students use HyFlex Lecture Results

Students use HyFlex Lecture Results

Results HyFlex Lecture is grade-neutral: Attendance predicts grade Mode of attendance does not predict grade Results

Results 85% 80% 77% 75% Students value HyFlex Lecture agreed that "having course lectures available to me via Adobe Connect helped me learn." agreed that "instructional technology used in this course helped me learn." agreed that "listening to recorded lecture helped me to understand the concepts better." agreed that "the use of [student response] to ask questions during lectures helped me learn." 80% 77% 75% Results

Results 36% 60-84% Students value HyFlex Lecture agreed that problem assignments (84%), additional lecture (84%), discussions (82%), and group work (60%) helped them understand the concepts of the course. agreed that "attending recidation via Connect provides a better learning experience than attending recitation in person." 36% Results

HyFlex can help a mega-lecture course provide active and individualized learning. Effective online course information frees instructor time from logistical tasks for subject instruction. Online quizzes and practices increase students’ engagements with the course. Efficient course logistics reduce student direct contacts gradually as students learn how to use online resources. Conclusions

Based on this and previous OSU HyFlex projects, successful implementation requires: A video capture/streaming service (like Adobe Connect) and reliable classroom internet A presentation computer that can route multiple video and audio sources to the streaming service, especially if you want to show videos and/or use a drawing device A wireless microphone Students with access to devices and reliable internet Course materials reformatted to display clearly on multiple devices at lower resolution A committed instructor and responsive IT team HyFlex Requirements