Linvill, C., & Wallen, B. M. (2022, August), Effectiveness of a Hyflex Teaching Pedagogy in Environmental Engineering Education on Student Performance and Course Outcomes  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40708

\bibitem{asee_peer_40708}
  Linvill, C., \& Wallen, B. M. (2022, August), \emph{Effectiveness of a Hyflex Teaching Pedagogy in Environmental Engineering Education on Student Performance and Course Outcomes}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40708

Chelsea Linvill and Benjamin Michael Wallen P.E..  "Effectiveness of a Hyflex Teaching Pedagogy in Environmental Engineering Education on Student Performance and Course Outcomes".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40708 Internet.  19 Apr, 2025

\bibitem{asee_peer_40708}
  Chelsea Linvill and Benjamin Michael Wallen P.E..
  "Effectiveness of a Hyflex Teaching Pedagogy in Environmental Engineering Education on Student Performance and Course Outcomes".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40708 Internet.  19 Apr, 2025

@INPROCEEDINGS{asee_peer_40708
author = "Chelsea Linvill and Benjamin Michael Wallen P.E."
title = "Effectiveness of a Hyflex Teaching Pedagogy in Environmental Engineering Education on Student Performance and Course Outcomes"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40708}
number = {10.18260/1-2--40708}
}

TY  - CPAPER
AB  - In March 2020, academic institutions across the world were involuntarily presented
with the challenge of teaching and engaging students remotely through online classes. These
forced adaptations allowed instructors to develop best practices they would carry with them into
their classrooms post initial pandemic stages. During the spring semester of 2021, an
Introduction to Environmental Engineering Course offered to college Juniors was taught using
one of these initial best practices, a hyflex teaching pedagogy. This study looks at the
effectiveness of a hyflex teaching pedagogy in environmental engineering education based on
student performance on major graded events and achievement of course outcomes. These results
can help shape the future of environmental engineering education by helping to evaluate the
effectiveness of changes made to traditional education because of the COVID-19 pandemic.
Pedagogical changes that enhanced student engagement and performance should be retained in a
post-pandemic classroom while those that inhibited engagement and performance should be
modified before continuing. Under the flexible pedagogy, during the 2021 spring semester,
students were afforded the opportunity to choose their modality for receiving classroom
instruction in an introduction to environmental engineering course. For each lesson, the student
could choose to either attend the 55-minute lesson in person or remotely using a Blackboard
Collaborate classroom. Students were not tied to a single modality and could change the method
of instruction for each lesson. In support of hybrid pedagogy, during class time the instructor
used tools to encourage student engagement from both in-person and remote students during
each of the 40 lessons. The attendance modality was recorded for all 213 students for every
lesson. Their performance across three exams, three problem sets, and the final exam were
correlated, using Microsoft Excel’s built-in correlation matrix function, to the students’ method
of attendance. This evaluation provided insight regarding if the method of instruction affected
student performance. All students enrolled in the course received the same lesson content where
the only difference was whether they chose to receive that instruction remotely or in person. This
study also compared student performance on course outcomes to previous years when the class
was only offered in-person to determine if the hyflex pedagogies affected students’ achievement
on any of the four desired course outcomes. The results of this study show that student
performance throughout the semester on graded events had only a low to moderate correlation
with chosen modality. Attendance favoring in-person learning only showed a slight correlation
towards an increased overall average in the class but not enough to make it statistically
significant. Overall, students performed only slightly better on some of the course outcomes to
the previous years’ performance. These results encourage instructors to continue to explore
teaching pedagogies that were bred out of the adherence to pandemic constraints. Through
deliberate and inclusive engagement strategies regarding preparation and the conduct of
instruction, students may be allowed to select their teaching modality without significant impact
on performance.
AU  - Chelsea Linvill
AU  - Benjamin Michael Wallen P.E.
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Effectiveness of a Hyflex Teaching Pedagogy in Environmental Engineering Education on Student Performance and Course Outcomes
UR  - https://peer.asee.org/40708
DO  - 10.18260/1-2--40708
ER  -