HyFlex teaching experience and reflections in K-12
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Type :
Article
Publication Status :
Published
Access :
Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/
https://creativecommons.org/licenses/by/4.0/
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.
Source :
Online Journal Of Communication And Media Technologies
Date :
2024-01
Volume :
14
Issue :
1
Publisher :
Bastas Publications DOO
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