Hybrid-Flexible Course Design

Implementing student-directed hybrid classes

Ongoing Call for Case Report Chapter Proposals

Faculty, instructional designers and administrators who have implemented Hybrid-Flexible courses at their own institutions are invited to propose case report chapters for Unit III of this book.

For more information see the Call for Proposals at the end of Unit III, or email: Dr. Brian J. Beatty.

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Abstract

This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.

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Blended LearningHybrid LearningHyFlexOnline LearningStudent CenteredStudent-Directed
AcknowledgementsWelcome to Hybrid-Flexible Course Design!Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning Paths1.1. Beginnings1.2. Costs and Benefits for Hybrid-Flexible Courses and Programs1.3. Values and Principles of Hybrid-Flexible Course Design1.4. Designing a Hybrid-Flexible CourseUnit II. Implementation and Adoption of Hybrid-Flexible Instruction2.1. Teaching a Hybrid-Flexible Course2.2. Learning in a Hybrid-Flexible Course2.3. Supporting Hybrid-Flexible Courses and Programs2.4. Expanding the Implementation of Hybrid-Flexible Courses and Programs2.5. Evaluating the Impact of Hybrid-Flexible Courses and ProgramsUnit III. Hybrid-Flexible Implementations Around the World3.1. Fitting Flexibility Across the Curriculum3.2. One Size Fits None3.3. New Technologies Deliver on the Promise of HyFlex3.4. Using HyFlex in Statistics for Engineers and (Data) Scientists3.5. HyFlex in Northern Ontario3.6. HyFlex at Montana State University Billings3.7. A Faculty Transitional Journey from Single Mode to HyFlex Teaching3.8. Hyflex Learning within the Master of Teaching Program@KU Leuven3.9. Increasing Flexibility, Satisfaction, and Efficiency Using the Hybrid Flexible Approach3.10. A Modified Version of HyFlex3.11. Video Lab HyFlex: Practical Experiences of Courses with Practical Applications3.12. Contribute Your Hybrid-Flexible StoryAppendicesAppendix A. Bibliography of Hybrid-Flexible Literature (using various terms)Appendix B. IndexAppendix C. Author AffiliationsAppendix D. Author Biographies

Citation

(2019). Hybrid-Flexible Course Design (1st ed.). Open Scholars Press. https://openscholarspress.org/hyflex

Licensing

CC BY

CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it.

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