Contextualising the Hyflex Model of Instruction for Language Classes
Abstract
The paper discusses a possible, practical application of the hybrid flexible (hyflex) model of content delivery in a tertiary context. The model may as well be applied in foreign language instruction. It is the author’s belief that there are convincing reasons for employing digital competences and skills acquired over the last two years to enhance teaching and learning. AnMappropriate contextualisation of the hyflex model may further encourage the retention of theMalready attained competences and skills in the new normal. It may also allow to combine
the traditional, in-class instruction with the new, online interaction both synchronously and asynchronously. The possibility of hyflexing language courses can be a challenging, however responsible, prospect because the restoration of the education we used to know might not be easy. Although theoretical, the paper provides practical guidelines as well as offers a selection of online tools to contextualise the hyflex model in language teaching. The paper may also constitute a strong claim for the practical application of the hyflex model especially when combined with an in-depth analysis and research of the model in various educational
contexts. As the future is hard to envisage, various models and approaches might be taken into account so as to appropriately respond to the challenges and requirements education is likely to be confronted with.
Keywords
hybrid; hyflex; platform; online; language; instruction
References
Abdelmalak, M. M. M., & Parra, J. L. (2016). Expanding learning opportunities for graduate students with HyFlex course design. International Journal of Online Pedagogy and Course Design (IJOPCD), 6(4), 19–37.
Alexander, M. M., Lynch, J. E., Rabinovich, T., & Knutel, P. G. (2014). Snapshot of a hybrid learning environment. The Quarterly Review of Distance Learning, 15(1), 9–21.
Annamalai, N., & Kumar, J., A. (2020). Understanding smartphone use behavior among distance education students in completing their coursework in English: A mixed-method approach. The Reference Librarian, 61(3–4), 199–215. https://doi.org/10.1080/02763877.2020.1815630
Beatty, B. (2012). HyFlex course design: The advantages of letting students choose the blend. Proceedings of the 9th Annual Sloan Consortium Blended Learning Conference & Workshop. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch015
Beatty, B. (2009). Student self-reflections on learning in a hybrid course environment: Do participation mode differences lead to differences in reflections? Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Louisville KY.
Beatty, B. (2019). Hybrid-Flexible course design (1st ed.). EdTech Books. Retrieved from https://edtechbooks.org/hyflex
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1016/j.chb.2009.04.007
Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Cheung, S., Kwok, L., Phusa, K., & Yang, H. (2021). Shaping the future learning environments with smart elements: Challenges and opportunities. International Journal of Educational Technology in Higher Education. http://dx.doi.org/10.1186/s41239-021-00254-1
Detienne, L., Raes, A., & Depaepe, F. (2018). Benefits, challenges and design guidelines for synchronous hybrid learning: A systematic literature review. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl, & O. Zawacki-Richter (Eds.), AACE. Proceedings of EdMedia: World Conference on Educational Media and Technology, 2004–2009. Retrieved from https://www.learntechlib.org/primary/p/184440/
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract? Online Learning,19(2). http://dx.doi.org/10.24059/olj.v19i2.496
Gobeil-Proulx, J. (2019). La perspective étudiante sur la formation comodale, ou hybride flexible [What do university students think about hybrid-flexible, or HyFlex courses?] Revue internationale des technologies en pédagogie universitaire, 16(1), 56–67. https://doi.org/10.18162/ritpu-2019-v16n1-04
Harun, F., & Hussin, S. (2018). Speak through your mobile app changing the game: English language in education 4.0. In Proceedings of the 27th Melta International Conference, Johor Bharu, Malaysia, 186–196.
He, W., Gajski, D., Farkas, G., & Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? Computers & Education, 81, 59–68.
Heilporn, G., & Lakhal, S. (2021). Converting a graduate-level course into a HyFlex modality: What are effective engagement strategies? The International Journal of Management Education, 19(1), 100454. https://doi.org/10.1016/j.ijme.2021.100454.
Idrizi, E., Filiposka, S., & Trajkovik, V. (2019). The discourse on learning styles in online education. 27th Telecommunications Forum (TELFOR), 1–4. http://dx.doi.org/10.1109/TELFOR48224.2019.8971204
Klimova, B., F., & Kacetla, J. (2015). Hybrid learning and its current role in the teaching of foreign languages. Procedia Social and Behavioral Sciences Journal, 182, 477–481.
Koskinen, M. (2018). Understanding the needs of adult graduate students: An exploratory case study of a Hyfex learning environment. Doctoral thesis, Northeastern University, Boston, MA. Retrieved from https://repository.library.northeastern.edu/fles/neu:m044c738v/fulltext.pdf
Leijon, M., & Lundgren, B. (2019). Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction. Journal of Learning Spaces, 8(1). Retrieved from https://libjournal.uncg.edu/jls/article/view/1640/1338
Lockman, A. S., & Schirmer B., R. (2020). Online instruction in higher hducation: Promising, research-based, and evidence-based practices. Journal of Education and e-Learning Research, 7(2), 130–152.
Love, S. (2015). A quantitative inquiry into first generation students’ readiness for distance education. ProQuest Dissertations Publishing. Ann Arbor, MI, 2015.
Malczyk, B. R., & Mollenkopf, D. (2019). Student-centered blended Learning: The HyFlex approach to blended Learning. Innovation in Pedagogy and Technology Symposium, 2019 (Selected Conference Proceedings), 86–87.
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159/104009. https://doi.org/10.1016%2Fj.compedu.2020.104009
McBride, K., & Fägersten, K. B. (2008). Student’s role in distance learning. In S. Goertler & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices (pp. 43–66). CALICO.
Miller, J., B., Risser, M., D., & Griffiths, R., P. (2013). Student choice, instructor flexibility: Moving beyond the blended instructional model. Issues and Trends in Educational Technology, 1(1), 8–23.
Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’ be redeemed? E-Learning and Digital Media, 2(1), 17–26. http://dx.doi.org/10.2304/elea.2005.2.1.17
Parra, J., L., & Abdelmalak, M. (2016). Expanding learning opportunities for graduate students with HyFlex course design. International Journal of Online Pedagogy and Course Design, 6(4), 19–37. http://dx.doi.org/10.4018/IJOPCD.2016100102
Pinchot, J., & Paullet, K. (2014). Different keystrokes for different folks: Addressing learning styles. Online Education Information Systems Education Journal (ISEDJ), 12(2). Retrieved from https://eric.ed.gov/?d=EJ1140787
Qayyum, A., & Zawacki-Richter, O. (Eds.) (2019). Open and Distance Education in Asia, Africa and the Middle East National Perspectives in a Digital Age. Springer Open Singapore. Retrieved from https://library.oapen.org/handle/20.500.12657/23272
Raes, A., et al. (2019). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23, 269–290. Retrieved from https://link.springer.com/article/10.1007/s10984-019-09303-z
Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education. https://doi.org/10.1016/j.compedu.2019.103682
Ramalingam, S., Yunus, M., M., & Hashim, H. (2022). Blended learning strategies for sustainable English as a second language education: A systematic review. Sustainability, 14, 8051. https://doi.org/10.3390/su14138051
Reynard, R. (2007). Hybrid learning: Challenges for teachers. T.H.E. Journal. Retrieved from http://thejournal.com/Articles/2007/05/17/
Riel, J., Lawless, K. A., & Brown, S. W. (2016). Listening to the teachers: Using weekly online teacher logs for ROPD to identify teachers’ persistent challenges when implementing a blended learning curriculum. Journal of Online Learning Research, 2(2), 169–200.
Robertson, B., & Kelly, K. (2013). Operating a very large-section, hybrid principles of marketing class at a public university: Lessons learned over ten years. Atlantic Marketing Journal, 2(3), Article 10. Retrieved from https://edtechbooks.org/-jVE
Romero-Hall, E., & Ripine, C. (2021). Hybrid flexible instruction: Exploring faculty preparedness. Online Learning, 25(3), 289–312. https://doi.org/10.24059/olj.v25i3.2426
Serdyukov, P., & Hill, R. A. (2013). Flying with clipped wings: Are students independent in online college classes? Journal of Research in Innovative Teaching, 6(1), 53–65.
SFSU Academic Senate Policy S16–264, 2010. Retrieved from https://senate.sfsu.edu/policy/online-education-policy-1
Shek, D. T. L., Zhu, X., Li, X., & Dou, Diya. (2022). Satisfaction with HyFlex teaching and law-abiding leadership education in Hong Kong University students under COVID-19. Applied Research Quality Life, 17, 2833–2858. https://doi.org/10.1007/s11482-022-10040-4
Singh, J., & Matthees B. (2021). Facilitating interprofessional education in an online environment during the COVID-19 pandemic: A mixed method study. Healthcare, 9(5), 567. https://doi.org/10.3390/healthcare9050567
Smith, D., & Hardaker G. (2000). E-Learning innovation through the implementation of an internet supported learning environment. Educational Technology & Society, 3(3), 1–16.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. M. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. http://dx.doi.org/10.3102/00346543076001093
Verrecchia, P., J., & McGlinchey, M. J. (2021). Teaching during Covid: The effectiveness of the HyFlex classroom in a 300 level statistics class. Journal of Education and Training Studies, 9(3), 23–27. Redfame publishing. Retrieved from https://ideas.repec.org/a/rfa/jetsjl/v9y2021i3p23-27.html
Ying, C., L., J., Embi, M., A., & Hashim, H. (2019). Students’ perceptions toward gamification in ESL classroom: KAHOOT! In Proceedings of the International Conference on Creative Teaching, Assessment and Research in the English Language, Melaka, Malaysia, 129–132.
Zając, M. (2020). Kursy typu HyFlex – możliwości i wyzwania. e-mentor. Retrieved from http://www.e-mentor.edu.pl/blog/wpis/id/99
Zydney, J. M., McKimm, P., Lindberg, R., & Schmidt, M. (2019). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends, 63, 123–132. https://doi.org/10.1007/s11528-018-0344-z
State University of Applied Sciences in Przemyśl Poland
https://orcid.org/0000-0002-5251-1086
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Copyright Holders of the submitted texts are the Authors. The Reader is granted the rights to use the material available in the TAPSLA websites and pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution - Share Alike (CC BY-SA 4.0). The user is free to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material for any purpose, even commercially.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
