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. 10.18260/1-2--36367

\bibitem{asee_peer_36367}
  Griesemer, P. R. (2021, March), \emph{Delivering a Hyflex Statics Course in a Flipped Classroom Model}
  Paper presented at ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas.
  10.18260/1-2--36367

Paul R Griesemer.  "Delivering a Hyflex Statics Course in a Flipped Classroom Model".  ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas, 2021, March.  ASEE Conferences, 2021.  https://peer.asee.org/36367 Internet.  14 Dec, 2024

\bibitem{asee_peer_36367}
  Paul R Griesemer.
  "Delivering a Hyflex Statics Course in a Flipped Classroom Model".
  \emph{ASEE 2021 Gulf-Southwest Annual Conference, Waco, Texas, 2021, March}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36367 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_36367
author = "Paul R Griesemer"
title = "Delivering a Hyflex Statics Course in a Flipped Classroom Model"
booktitle = "ASEE 2021 Gulf-Southwest Annual Conference"
year = "2021"
month = "March"
address = "Waco, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36367}
number = {10.18260/1-2--36367}
}

TY  - CPAPER
AB  - 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.
AU  - Paul R Griesemer
CY  - Waco, Texas
DA  - 2021/03/24
PB  - ASEE Conferences
TI  - Delivering a Hyflex Statics Course in a Flipped Classroom Model
UR  - https://peer.asee.org/36367
DO  - 10.18260/1-2--36367
ER  -