1. 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

2. Autumn 2014, Day 13: HyFlex at Work
GOALS

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

4. 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

5. 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

6. HyFlex Lecture: In-person as usual
Solutions

7. HyFlex Lecture: live-streamed via Adobe Connect
Solutions

8. HyFlex Lecture: Students choose how to attend
Solutions

9. HyFlex Lecture: Polling software backchannel
Solutions

10. HyFlex Recitation (3 of 15 sections)
Solutions

11. Quality Matters-standard LMS site
Solutions

12. Extensive course information and forums
Solutions

13. Extensive course information and forums
Solutions

14. 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

15. 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

16. Students use HyFlex Lecture
Results

17. Students use HyFlex Lecture
Results

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

19. 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

20. 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

21. 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

22. 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