Bosman, L., & Wollega, E., & Naeem, U. (2021, July), HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37266

\bibitem{asee_peer_37266}
  Bosman, L., \& Wollega, E., \& Naeem, U. (2021, July), \emph{HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37266

Lisa Bosman, Ebisa Wollega, and Usman Naeem.  "HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37266 Internet.  24 Apr, 2024

\bibitem{asee_peer_37266}
  Lisa Bosman, Ebisa Wollega, and Usman Naeem.
  "HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37266 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_37266
author = "Lisa Bosman, Ebisa Wollega, and Usman Naeem"
title = "HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37266}
number = {10.18260/1-2--37266}
}

TY  - CPAPER
AB  - COVID-19 has required engineering educators to re-think their definition of a classroom and approach to classroom and learning management. Some engineering educators have decided to use the HyFlex and synchronous teaching model. This model, a type of hybrid learning model, gives students the option of attending class in the physical classroom or online in the virtual environment. The model is extremely flexible in that it allows students to change their attendance mode from class to class. Thus, if one day a student wakes up, is feeling health related symptoms, and doesn’t want to risk infecting others, then the student simply shows up online during the posted class session. Then, once the student feels better, then the student simply shows up in person. Because COVID-19 is a recent phenomenon, there is limited literature highlighting best practices in conducting HyFlex and synchronous teaching in the industrial engineering classroom. The purpose of this study is to offer readers a collaborative autoethnographic approach summarizing the researchers’ experience teaching industrial engineering coursework in a HyFlex and synchronous teaching environment. Autoethnography uses self-reflection and writing to understand and explore anecdotal and personal experiences which allows for a deeper connection across individual educator stories as well as contribute to a wider understanding of perspectives. Using a collaborative autoethnographic approach allows educators to discuss their experience, coming together to make sense of their situation, context, and experiences. The study concludes with highlighting best practices for applying the HyFlex and synchronous teaching model. In addition, the conclusions provide compelling justification for using the HyFlex and synchronous teaching model as a good practice (regardless of a pandemic). Examples are provided for these two industrial engineering courses: Leadership Strategies for Quality and Productivity; Project Planning, Scheduling, and Control.
AU  - Lisa Bosman
AU  - Ebisa Wollega
AU  - Usman Naeem
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach
UR  - https://peer.asee.org/37266
DO  - 10.18260/1-2--37266
ER  -