Effective Engagement Strategies in HyFlex Modality Based on Intrinsic Motivation in Students
| Title: | Effective Engagement Strategies in HyFlex Modality Based on Intrinsic Motivation in Students |
|---|---|
| Language: | English |
| Authors: | Kristi M. Bockorny (ORCID |
| Source: | Active Learning in Higher Education. 2024 25(3):455-472. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, In Person Learning, Blended Learning, Asynchronous Communication, Synchronous Communication, Teaching Methods, Learner Controlled Instruction, Computer Assisted Instruction, Learner Engagement, Student Motivation, Stress Management, Cognitive Style, Accountability, Instructional Effectiveness |
| DOI: | 10.1177/14697874231161364 |
| ISSN: | 1469-7874 1741-2625 |
| Abstract: | In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses in terms of student engagement. This two-pronged study, conducted at a regional state university in the U.S., utilized quantitative and qualitative data to explore the engagement levels between students attending the three different modalities offered in HyFlex courses. The findings of the quantitative study showed no difference in engagement levels between students attending face-to-face, virtually synchronously on Zoom, or virtually asynchronously. The results from the qualitative study generated five themes: (1) decreased stress; (2) positive learning experience; (3) flexibility to choose based on learning styles; (4) increased control on learning; and (5) increased accountability. These findings are discussed and strategies for effective engagement in HyFlex courses are shared. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448725 |
| Database: | ERIC |
| ISSN: | 1469-7874 1741-2625 |
|---|---|
| DOI: | 10.1177/14697874231161364 |
| Published in: | Active Learning in Higher Education |
| Language: | English |