1. One Size Doesn't Fit
HyFlex Attendance Lets Students Choose How to Learn
go.osu.edu/econHyFlex
Dr. Ida Mirzaie, Dr. Henry Griffy, Apoorva Rama
The Ohio State University
Goals
Solutions
Results
Conclusions
1. Students use HyFlex (n=383, 387)
HyFlex Lecture Delivery + Recitation
Autumn 2014, Day 13: HyFlex at Work
Autumn 2014, Day One: Full House
In-person lecture happens as usual...
... and is live-streamed via Adobe Connect
Based on multiple threads of research, our most consistent finding is that:
Economics 2001: Introduction to Microeconomics isa large-lecture (650+), major/minor/GE course that is many students' first exposure to learning at the university.
using a Student Response System as backchannel where students can pose questions
HyFlex can help a mega-lecture course provide active and individualized learning without reducing learning.
The large-course format limits opportunities to provide individualized learning experience and flexibility.
attended lecture online as often or more often than they originally expected
66%
In the process of the project, we observed many trends that we did not research with data but seem consistent:
Minimal one-on-one interaction with the instructor
Learning as a shared experience is limited.
Logistics leaves little room for individualization.
2. HyFlex is grade neutral (n=554)
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.
Quality Matters standards produce more effective online materials for hybrid courses, too.
This project leveraged technology to expand student options for engaging with the course and instructors.
Enable choice about how to engage with course content and activities, including lecture and recitation
Provide multiple options for practice and assessment
Allow students to self-manage as many logistical aspects of the course as possible, in order to free instructor and support staff time for subject instruction
HyFlex Requirements
...so students can choose to attend in person or online
and in whatever study environment best suits their learning
Based on this and previous OSU HyFlex projects, successful implementation requires:
3. Students value HyFlex lecture (n=554)
Online Practice & Assessment
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."
85%
80%
77%
75%
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
4. HyFlex recitation was less successful (n=258)
60-84%
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."
More: go.osu.edu/econHyFlex
36%