Student Development and Experience

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    ArticlePublicationOpen Access
    HyFlex teaching experience and reflections in K-12
    (Bastas Publications DOO, 2024-01) Filiz, O.; Kaya, M. H.; Adıgüzel, Tufan; Office for Learning and Teaching Enhancement; ADIGÜZEL, Tufan
    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.
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    Transdisciplinarity as a learning challenge: Student experiences and outcomes in an innovative course on wearable and collaborative robotics
    (IEEE, 2023-06) Kılıç-Bebek, Ebru; Nizamis, K.; Vlutters, M.; Bebek, Özkan; Karapars, Gülhis Zeynep; Ünal, Ramazan; Yılmaz, Deniz; Uğurlu, Regaip Barkan; Industrial Design; Sectoral Education and Professional Development; Mechanical Engineering; Mitchell, J.; BEBEK, Ebru Kılıç; KARAPARS, Gülhis Zeynep; BEBEK, Özkan; ÜNAL, Ramazan; UĞURLU, Regaip Barkan; Yılmaz, Deniz
    Contribution: This study provides evidence for the benefit of short online courses for transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students’ learning quality and professionalism. Background: Developing wearable and collaborative robots requires industry collaboration and transdisciplinary competence. Industry’s involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices. Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students’ learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course. Application Design: 31 graduate students of engineering, industrial design, and health fields from 4 countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students’ experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations. Findings: Students’ knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students’ high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within 5 days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates’ readiness and establishing university-industry collaborations in education.