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ERIC Number: EJ1430042
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2050-7003
EISSN: EISSN-1758-1184
Available Date: N/A
HyFlex Pedagogy: Six Strategies Supported by Design-Based Research
Emily Howell; Koti Hubbard; Sandra Linder; Stephanie Madison; Joseph Ryan; William C. Bridges
Journal of Applied Research in Higher Education, v16 n4 p1042-1054 2024
Purpose: This study investigates the following research question: What pedagogical strategies are necessary for the success of HyFlex course design? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization. Design/methodology/approach: This study uses design-based research (DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis. Findings: Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill. Originality/value: These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A