Preliminary Results from a Work in Progress Assessing Student Perceptions of the Benefits of Continuing HyFlex Course Format Beyond the COVID-19 Pandemic

Nicole Becklinger

Download Paper | Permalink

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: Teaching Tools: Communication (NEE)
Tagged Division: New Engineering Educators Division (NEE)
Page Count: 17
DOI: 10.18260/1-2--43948
Permanent URL: https://peer.asee.org/43948
Download Count: 248

Paper Authors

author page

Nicole Becklinger University of Southern Indiana

Download Paper | Permalink

Abstract

Background: The COVID-19 pandemic required instructors to quickly alter course formats, with many adopting synchronous online, asynchronous online, or hybrid and HyFlex teaching models. As the pandemic abates, it is worthwhile to assess whether these methods still offer substantial benefits to students moving forward.

Purpose/Hypothesis: This pilot study assesses student perceptions of a HyFlex course model, with a focus on whether the HyFlex format allowed them to better handle academic and non-academic responsibilities.

Design/Method: A course perception survey was given to students in two introductory-level engineering courses and one junior-level technology course that all used a HyFlex course model in the Spring 2022 semester. Students were asked how frequently they attended class in-person, via Zoom, and via video. They were asked to what extent they agreed that the HyFlex format helped them meet course, other academic, family, work, and health responsibilities. Students were also asked about their extracurricular responsibilities, such as how many hours they worked in an average week and whether they were a caregiver.

Results: Of the 45 students in these courses, 19 (42%) responded to the survey, 12 (27%) of which were complete. Of these, 8 students attended most or all classes in-person, 2 attended most classes via Zoom, 1 attended most classes via video, and 1 attended via a mixture of formats. The 7 students who reported working during the semester worked an average of 18 hours per week. Two students reported being caregivers. Response to the HyFlex course format was overwhelmingly positive, with between 58% and 83% of respondents strongly agreeing, and an additional 8% to 25% somewhat agreeing that the HyFlex course format helped them keep up with and understand the course, and benefited their ability to keep up with work, family responsibilities, physical health, and mental health. No students disagreed with these statements. In the free response section, key benefits cited for the HyFlex format were ability to keep up with the course and to re-watch the videos if the student did not understand a concept. Of the six students who reported a disadvantage to HyFlex, reduced interactions with classmates and the instructor were the most frequently mentioned disadvantages.

Conclusions: This pilot study indicates that a HyFlex course format has been viewed favorably by engineering and technology students and may help them better meet academic and non-academic responsibilities. A large proportion of students work and/or have family responsibilities that might pose barriers to in-person attendance. More data is needed to see whether these trends continue as we move further from the pandemic, and to perform more rigorous statistical analysis.

Citation
Format

Becklinger, N. (2023, June), Preliminary Results from a Work in Progress Assessing Student Perceptions of the Benefits of Continuing HyFlex Course Format Beyond the COVID-19 Pandemic Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43948

TY - CPAPER
AB - Background:
The COVID-19 pandemic required instructors to quickly alter course formats, with many adopting synchronous online, asynchronous online, or hybrid and HyFlex teaching models. As the pandemic abates, it is worthwhile to assess whether these methods still offer substantial benefits to students moving forward.

Purpose/Hypothesis:
This pilot study assesses student perceptions of a HyFlex course model, with a focus on whether the HyFlex format allowed them to better handle academic and non-academic responsibilities.

Design/Method:
A course perception survey was given to students in two introductory-level engineering courses and one junior-level technology course that all used a HyFlex course model in the Spring 2022 semester. Students were asked how frequently they attended class in-person, via Zoom, and via video. They were asked to what extent they agreed that the HyFlex format helped them meet course, other academic, family, work, and health responsibilities. Students were also asked about their extracurricular responsibilities, such as how many hours they worked in an average week and whether they were a caregiver.

Results:
Of the 45 students in these courses, 19 (42%) responded to the survey, 12 (27%) of which were complete. Of these, 8 students attended most or all classes in-person, 2 attended most classes via Zoom, 1 attended most classes via video, and 1 attended via a mixture of formats. The 7 students who reported working during the semester worked an average of 18 hours per week. Two students reported being caregivers. Response to the HyFlex course format was overwhelmingly positive, with between 58% and 83% of respondents strongly agreeing, and an additional 8% to 25% somewhat agreeing that the HyFlex course format helped them keep up with and understand the course, and benefited their ability to keep up with work, family responsibilities, physical health, and mental health. No students disagreed with these statements. In the free response section, key benefits cited for the HyFlex format were ability to keep up with the course and to re-watch the videos if the student did not understand a concept. Of the six students who reported a disadvantage to HyFlex, reduced interactions with classmates and the instructor were the most frequently mentioned disadvantages.

Conclusions:
This pilot study indicates that a HyFlex course format has been viewed favorably by engineering and technology students and may help them better meet academic and non-academic responsibilities. A large proportion of students work and/or have family responsibilities that might pose barriers to in-person attendance. More data is needed to see whether these trends continue as we move further from the pandemic, and to perform more rigorous statistical analysis.

AU - Nicole Becklinger
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Preliminary Results from a Work in Progress Assessing Student Perceptions of the Benefits of Continuing HyFlex Course Format Beyond the COVID-19 Pandemic
UR - https://peer.asee.org/43948
DO - 10.18260/1-2--43948
ER -