HyFlex teaching experience and reflections in K-12
Online Journal of Communication and Media Technologies, cilt.14, sa.1, 2024 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 1
- Basım Tarihi: 2024
- Doi Numarası: 10.30935/ojcmt/13858
- Dergi Adı: Online Journal of Communication and Media Technologies
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
- Anahtar Kelimeler: case study, education, HyFlex teaching, K-12, professional development
- İstanbul Gelişim Üniversitesi Adresli: Hayır
Özet
This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in ‘HyFlex lesson plan development,’ participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well-trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students’ higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.