HyFlex teaching experience and reflections in K-12
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Bastas Publications Doo
Access Rights
info:eu-repo/semantics/openAccess
Abstract
This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.
Description
Keywords
HyFlex teaching, case study, K-12, education, professional development
Journal or Series
Online Journal of Communication and Media Technologies
WoS Q Value
N/A
Scopus Q Value
Q1
Volume
14
Issue
1
