Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic.

Journal article

Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E.J. and Dyer, K. (2022). Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. Learning environments research. https://doi.org/10.1007/s10984-022-09408-y
AuthorsDetyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E.J. and Dyer, K.
AbstractIn 2020, King's College London introduced HyFlex teaching as a means to supplement online and face-to-face teaching and to respond to Covid-19 restrictions. This enabled teaching to a mixed cohort of students (both online and on campus). This article provides an outline of how such an approach was conceptualized and implemented in a higher-education institution during an intense three-month period over that summer and prior to the limited re-opening of the university campus. This was a new approach that offers a number of pointers for reflection and provides key insights in on this novel learning environment and the physical and pedagogical contexts in which learning can occur. Technical implementation factors are detailed, along with both reflections on challenges and solutions. Pedagogical issues such as cognitive load, social presence, and resolving the issues of a cohort spread across two locations are discussed. While we should be mindful of the limitations of this relatively-specific research, and shouldn't therefore over-extrapolate our findings, one key finding is that delivering Hyflex is associated with a higher cognitive load. Further, the audio quality of our implementation enhanced the feeling of presence in the learning environment. We recommend providing appropriate technical and pedagogical training, as well as audio-visual and digital education support. [Abstract copyright: © The Author(s) 2022.]
KeywordsLearning space; HyFlex; Dual mode; Higher education; Innovation; Hybrid flexible
Year2022
JournalLearning environments research
PublisherSpringer
ISSN1387-1579
Digital Object Identifier (DOI)https://doi.org/10.1007/s10984-022-09408-y
https://doi.org/9408
Publication dates
Online05 Apr 2022
Publication process dates
Accepted08 Mar 2022
Deposited26 Apr 2022
Publisher's version
License
File Access Level
Open
Page range1-15
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https://openresearch.lsbu.ac.uk/item/8zwv7

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Detyna2022_Article_HybridFlexibleHyFlexTeachingAn.pdf
License: CC BY 4.0
File access level: Open

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