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Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning Paths Hybrid-Flexible Course Design Implementing student-directed hybrid classes Brian J. Beatty Version: 1.78 Built on: 09/05/2021 08:40am This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents Acknowledgements ..................................................................................................................... 4 Welcome to Hybrid-Flexible Course Design! .......................................................................... 6 Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning Paths ............. 9 1.1. Beginnings ......................................................................................................................... 10 1.2. Costs and Benefits for Hybrid-Flexible Courses and Programs ................................. 22 1.3. Values and Principles of Hybrid-Flexible Course Design ............................................ 29 1.4. Designing a Hybrid-Flexible Course ............................................................................... 33 Unit II. Implementation and Adoption of Hybrid-Flexible Instruction ..................................... 45 2.1. Teaching a Hybrid-Flexible Course ................................................................................ 46 2.2. Learning in a Hybrid-Flexible Course ............................................................................. 57 2.3. Supporting Hybrid-Flexible Courses and Programs .................................................... 74 2.4. Expanding the Implementation of Hybrid-Flexible Courses and Programs ............. 87 2.5. Evaluating the Impact of Hybrid-Flexible Courses and Programs ............................ 99 Unit III. Hybrid-Flexible Implementations Around the World ................................................. 114 3.1. Fitting Flexibility Across the Curriculum ..................................................................... 116 3.2. One Size Fits None .......................................................................................................... 122 3.3. New Technologies Deliver on the Promise of HyFlex ................................................ 140 3.4. Using HyFlex in Statistics for Engineers and (Data) Scientists .............................. 154 3.5. HyFlex in Northern Ontario ........................................................................................... 163 3.6. HyFlex at Montana State University Billings .............................................................. 169 3.7. A Faculty Transitional Journey from Single Mode to HyFlex Teaching .................. 175 3.8. Hyflex Learning within the Master of Teaching Program@KU Leuven ................... 179 3.9. Increasing Flexibility, Satisfaction, and Efficiency Using the Hybrid Flexible Approach ........................................................................................................................... 190 3.10. A Modified Version of HyFlex ...................................................................................... 198 3.11. Contribute Your Hybrid-Flexible Story ...................................................................... 216 Appendices ...................................................................................................................................... 218 Appendix A. Bibliography of Hybrid-Flexible Literature (using various terms) ........... 219 Back Matter ..................................................................................................................................... 227 Author Information ................................................................................................................. 228 Citation Information ............................................................................................................... 230 Hybrid-Flexible Course Design 3 Acknowledgements Brian J. Beatty This book is an expression of my journey with Hybrid-Flexible (HyFlex) course design over more than a decade, working with the students and faculty at San Francisco State University and many others in institutions of higher education around the world. Many of the ideas and stories come directly from teaching using this approach, and learning from students and other faculty experiencing the journey alongside. In particular I’d like to thank San Francisco State faculty Eugene Michaels, Kim Foreman, Peggy Benton, Patricia Donohue, Zahira Merchant, Jeff Brain, and Kevin Kelly for their significant contributions in initiating this work, shaping the values and guiding principles we adopted, using their design expertise to modify our practices, and trying this out for themselves so they could contribute “firsthand” insights. Special thanks to Patricia Donohue and Jeff Brian for contributing their experiences in their own voices as videos in Chapter 2.1. Teaching a Hybrid-Flexible Course. Of course, none of this would have even started without our need to serve students better in the Instructional Technologies graduate program at San Francisco State. To those students who experienced the early versions of HyFlex course design I offer my eternal thanks for their patience, enthusiasm to be part of something new and different, and for their willingness to share their experiences in class, in course evaluations, research surveys, and in targeted messages to HyFlex students and faculty. Highlighted in this book in Chapter 2.2. Learning in a Hybrid-Flexible Course are contributions from Catherine Mone, Nate Kaufman, Gustavo Campos, Jess Kaufman, Joel Compton, David Miles, Brian Rayner, and Kate Miffitt. Many of the participants in workshops at professional conferences, sponsored by publishers, or hosted by institutions considering HyFlex adoption have shaped the story in meaningful ways also. Some of the most impactful contributions are represented in the case reports found in Unit III; special thanks to the initial group of case report authors: Cathy Littlefield, Stephanie Donovan, Jeanne Samuel, Amanda Rosenzweig, Mark McLean, Rene Cintron, Glori Hinck, Lisa Burke, Jackie Miller, Melinda Baham, Melanie Lefebvre, Susan Balter-Reitz, Samuel Boerboom, and Zahira Merchant. I'd also like to thank my family for their support, patience and willingness to live a life that requires flexibility itself in many ways: Nellie, my life partner, and our children Elizabeth, Teresa, Jennifer, Katherine, Angela and Christopher. Our shared academic journey allowed each of you to follow your own path through your formal learning years, discovering what worked best for your specific situation at the time. You provided lived evidence every day of the value of adapting instruction to meet the unique needs of learners, including participation mode. Special thanks to Teresa for the cover design for the book! This book is offered to our education community as a gift to help others find their way to provide students with a better learning experience that meets their unique and individual needs for both Hybrid-Flexible Course Design 4 flexibility and high quality. This work has been often challenging, sometimes rewarding, and always interesting. After you’ve received something important from this work, please share it with your students, faculty, administrators and others who may benefit. I leave you with a final piece of ancient wisdom that seems very appropriate for an open access work: ”It is more blessed to give than to receive.” Acts 20:35, New International Version. Brian Beatty, October 2019 Hybrid-Flexible Course Design 5 Welcome to Hybrid-Flexible Course Design! A brief introduction to the book Welcome to the HyFlex World Hybrid-flexible course designs - multi-modal courses which combine online and onground (classroom- based) students - have been used successfully for more than a decade at many higher education institutions around the world with a wide variety of courses. At San Francisco State we call this design “HyFlex”; many campuses use this term and many others use their own term. This book uses the terms "Hybrid-Flexible" and "HyFlex" interchangeably, often using the more general term "Hybrid-Flexible" to open a chapter and the shorter term "HyFlex" when referring to detailed approaches. Other names for the HyFlex approach are referenced and used when describing other specific implementations, especially in the case reports of Unit III. Often the initial impetus for developing a Hybrid-Flexible approach is a very real need to serve both online and onground students with a limited set of resources (time, faculty, space) which leads to a multi-modal delivery solution. When students are given the freedom and ability to choose which mode to participate in from session to session, they are able to create their own unique hybrid experience. Locally, we have started acknowledging the student control aspect, sometimes referring to HyFlex as delivering a “student-directed hybrid” learning experience. This book provides readers with strategies, methods, and case stories related to Hybrid-Flexible (HyFlex) course design so that they (you!) may make informed and thoughtful decisions about using it themselves and begin their own HyFlex course (re)design journey. More specifically, based on the needs identified for their specific context, readers will be able to: a. gain an awareness of the HyFlex design, b. determine if and how HyFlex course design could help them solve critical needs, c. find their own innovative
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