A Comparison of Students’ Academic Achievement and Perceptions in Hyflex and Non-Hyflex Engineering Courses

Jessica Ohanian Perez; Juliana Lynn Fuqua; Faye Linda Wachs; Paul Morrow Nissenson; Brooke Jones; Jeffrey A. Phillips; Harmony Nguyen

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: COED: Student Perspectives of Instructional and Advising Approaches
Tagged Division: Computers in Education Division (COED)
Page Count: 10
DOI: 10.18260/1-2--42376
Permanent URL: https://peer.asee.org/42376
Download Count: 209

Paper Authors

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Jessica Ohanian Perez California State Polytechnic University, Pomona orcid.org/0000-0002-8720-9282

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Jessica Ohanian Perez is an assistant professor in Electromechanical Engineering Technology at California State Polytechnic University, Pomona with a focus on STEM pedagogy. Jessica earned her doctorate in education, teaching, learning and culture from Claremont Graduate University

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Juliana Lynn Fuqua California State Polytechnic University, Pomona

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Juliana Fuqua, Ph.D., is an Associate Professor in the Department of Psychology and Sociology at California State University Polytechnic, Pomona who completed her doctoral degree at the University of California, Irvine. Dr. Fuquaâ€™s dissertation at the

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Faye Linda Wachs California State Polytechnic University, Pomona

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Faye Linda Wachs is a professor of Sociology in the Department of Psychology & Sociology at California State Polytechnic University, Pomona. Dr. Wachs received her Phd in Sociology from the University of Southern California, along with a graduate certificate in gender studies. Dr. Wachs’ published work focuses on gender equity, health, fitness, media, sport, sexuality and consumerism. Her book, Body Panic: Gender, Health and the Selling of Fitness, co-authored with Shari Dworkin was the recipient of the North American Society for Sport Sociology (NASSS) Distinguished Book Award in 2010. She is the California State Polytechnic University, Pomona 2012 Provost Award Winner for Distinguished Service as well as the 2009-10 Cal Poly Pomona College of Letters, Arts and Social Sciences Outstanding Advisor. Dr. Wachs is the former president of an international academic organization, the North American Society for Sport Sociology. Dr. Wachs’ current research focuses on the impact of facial paralysis, innovative research methods, social media and identity and STEM Education. In her spare time, Dr. Wachs enjoys hiking, running, biking, sailing, knitting/crocheting/sewing and spending time with her family and dogs.

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Paul Morrow Nissenson California State Polytechnic University, Pomona

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Paul Nissenson (Ph.D. Mechanical and Aerospace Engineering, University of California, Irvine, 2009) is a Professor in the Department of Mechanical Engineering at California State Polytechnic University, Pomona. He teaches courses in the thermal-fluid sciences, computer programming, and numerical methods. Paul's main research interests involve studying the impact of technology in engineering education. He has served on the ASEE Pacific Southwest Section Board of Directors since 2014, including as the PSW Section Chair for 2018-2019.

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Harmony Nguyen is a project coordinator in the Department of Psychology at Penn State University. She received her Bachelor of Arts in Psychology at California Polytechnic State University, Pomona. At Cal Poly Pomona, she conducted research in educational innovation and assessment. In particular, her research focused on supplemental instruction in engineering and how supplemental instruction can support underrepresented minority students in engineering.

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Abstract

The Hybrid Flexible (HyFlex) modality is a novel approach to instruction that gives students the flexibility of learning in multiple modes. HyFlex was implemented in some universities as they transitioned back to in-person classes following the period of remote instruction due to the coronavirus pandemic. In the Fall of 2021, [university name omitted] experimented with HyFlex courses in which students were offered three choices of attendance: traditional face-to-face, synchronous online using Zoom, and asynchronous online using recorded lectures. In each class session, students had the freedom to participate and learn in any of the three ways, and students could vary the way they participated at any time. This study assessed the impact of the HyFlex modality on undergraduate students and instructors from different engineering departments. Three upper division courses with a HyFlex format were studied, with each course having a non-HyFlex section as a control group. The same instructor taught both the HyFlex section and the non-HyFlex control section back-to-back to help reduce instructor and time-of-day biases. Academic performance data was collected to determine whether students had similar learning outcomes and academic achievement in the HyFlex and non-HyFlex sections. Student perceptions (n=149) were assessed through surveys and focus groups. Statistical analyses revealed that there were no statistically significant differences in academic performance between HyFlex and non-HyFlex sections, suggesting that giving upper-division engineering students the option to attend lecture classes synchronously on Zoom or asynchronously via recording does not impact grades. Students preferred the HyFlex modality (ranking it as their top choice of modality), but some students expressed challenges with accountability. Students also appreciated the flexibility HyFlex offered and relied on the asynchronous recordings as supplemental study aids. While students felt mostly positive about HyFlex, several problems need to be solved for the HyFlex modality, including some faculty struggles with university-provided technology for Hyflex class, and ensuring academic integrity and equitable exams. Overall, astute and strategic use of technology in the classroom, such as with the HyFlex modality, may be a useful way to help students maintain academic performance despite illness, work obligations, or other reasons preventing them from attending traditional face-to-face classes.

Citation
Format

Perez, J. O., & Fuqua, J. L., & Wachs, F. L., & Nissenson, P. M., & Jones, B., & Phillips, J. A., & Nguyen, H. (2023, June), A Comparison of Students’ Academic Achievement and Perceptions in Hyflex and Non-Hyflex Engineering Courses Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42376

TY - CPAPER
AB - The Hybrid Flexible (HyFlex) modality is a novel approach to instruction that gives students the flexibility of learning in multiple modes. HyFlex was implemented in some universities as they transitioned back to in-person classes following the period of remote instruction due to the coronavirus pandemic. In the Fall of 2021, [university name omitted] experimented with HyFlex courses in which students were offered three choices of attendance: traditional face-to-face, synchronous online using Zoom, and asynchronous online using recorded lectures. In each class session, students had the freedom to participate and learn in any of the three ways, and students could vary the way they participated at any time. This study assessed the impact of the HyFlex modality on undergraduate students and instructors from different engineering departments. Three upper division courses with a HyFlex format were studied, with each course having a non-HyFlex section as a control group. The same instructor taught both the HyFlex section and the non-HyFlex control section back-to-back to help reduce instructor and time-of-day biases. Academic performance data was collected to determine whether students had similar learning outcomes and academic achievement in the HyFlex and non-HyFlex sections. Student perceptions (n=149) were assessed through surveys and focus groups. Statistical analyses revealed that there were no statistically significant differences in academic performance between HyFlex and non-HyFlex sections, suggesting that giving upper-division engineering students the option to attend lecture classes synchronously on Zoom or asynchronously via recording does not impact grades. Students preferred the HyFlex modality (ranking it as their top choice of modality), but some students expressed challenges with accountability. Students also appreciated the flexibility HyFlex offered and relied on the asynchronous recordings as supplemental study aids. While students felt mostly positive about HyFlex, several problems need to be solved for the HyFlex modality, including some faculty struggles with university-provided technology for Hyflex class, and ensuring academic integrity and equitable exams. Overall, astute and strategic use of technology in the classroom, such as with the HyFlex modality, may be a useful way to help students maintain academic performance despite illness, work obligations, or other reasons preventing them from attending traditional face-to-face classes.
AU - Jessica Ohanian Perez
AU - Juliana Lynn Fuqua
AU - Faye Linda Wachs
AU - Paul Morrow Nissenson
AU - Brooke Jones
AU - Jeffrey A. Phillips
AU - Harmony Nguyen
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - A Comparison of Students’ Academic Achievement and Perceptions in Hyflex and Non-Hyflex Engineering Courses
UR - https://peer.asee.org/42376
DO - 10.18260/1-2--42376
ER -