March 24, 2021
March 24, 2021
March 26, 2021
In the Fall semester of 2020, the University of Mary Hardin-Baylor’s approach to educating amid the pandemic was to offer courses in the Hyflex model. In this model, students were free to choose between in-person, synchronous online, and asynchronous modes of course delivery. Moreover, students could freely switch modalities without notifying the professor. This paper presents the experience of delivering a Hyflex Statics course to second-year engineering students. This Statics course was notable because it switched from a traditional model to a flipped model midway through the semester. The reason for the switch was an observed under-performance of the class in comparison with past semesters. The effect of this switch to a flipped model is discussed in the context of student perceptions and student performance. Issues that arise when offering a flipped course within a Hyflex delivery model are also presented. A survey of student reaction to the change to a flipped model is presented, and follow-up interviews are offered as a case study. Additionally, student performance is examined in the form of exam score trends during the semester, and performance on standardized post-test that have been given in multiple preceding semesters. Finally, lessons learned from this difficult and chaotic semester are presented.
Griesemer, P. R. (2021, March), Delivering a Hyflex Statics Course in a Flipped Classroom Model Paper presented at ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas. https://peer.asee.org/36367
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