Hybrid-Flexible Course Design
Acknowledgements
Welcome to Hybrid-Flexible Course Design!
Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning Paths
1.1. Beginnings
1.2. Costs and Benefits for Hybrid-Flexible Courses and Programs
1.3. Values and Principles of Hybrid-Flexible Course Design
1.4. Designing a Hybrid-Flexible Course
Unit II. Implementation and Adoption of Hybrid-Flexible Instruction
2.1. Teaching a Hybrid-Flexible Course
2.2. Learning in a Hybrid-Flexible Course
2.3. Supporting Hybrid-Flexible Courses and Programs
2.4. Expanding the Implementation of Hybrid-Flexible Courses and Programs
2.5. Evaluating the Impact of Hybrid-Flexible Courses and Programs
Unit III. Hybrid-Flexible Implementations Around the World
3.1. Fitting Flexibility Across the Curriculum
3.2. One Size Fits None
3.3. New Technologies Deliver on the Promise of HyFlex
3.4. Using HyFlex in Statistics for Engineers and (Data) Scientists
3.5. HyFlex in Northern Ontario
3.6. HyFlex at Montana State University Billings
3.7. A Faculty Transitional Journey from Single Mode to HyFlex Teaching
3.8. Hyflex Learning within the Master of Teaching Program@KU Leuven
3.9. Increasing Flexibility, Satisfaction, and Efficiency Using the Hybrid Flexible Approach
3.10. A Modified Version of HyFlex
3.11. Video Lab HyFlex: Practical Experiences of Courses with Practical Applications
3.12. One University’s Hybrid-Flexible ‘Studyflex’ Course Experience in Melbourne, Australia
3.13. HyFlex Teaching and Learning at Bow Valley College
3.14. Evolving HyFlex from Emergency Measure to Sustainable Program: Northern State University
3.15. HyFlex Learning: Starting from where you are
3.16. HyFlexK12
3.17. A Pandemic HyFlex Story at Central Michigan University
3.18. HyFlex Programming as a Delivery Approach for Changing Student Demographics and Demands
3.X. Contribute Your Hybrid-Flexible Story
Appendices
Appendix A. Bibliography of Hybrid-Flexible Literature (using various terms)
Appendix B. Index
Appendix C. Author Affiliations
Appendix D. Author Biographies
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Acknowledgements
Welcome to Hybrid-Flexible Course Design!
Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning Paths
Beginnings
Costs and Benefits for Hybrid-Flexible Courses and Programs
Values and Principles of Hybrid-Flexible Course Design
Designing a Hybrid-Flexible Course
Unit II. Implementation and Adoption of Hybrid-Flexible Instruction
Teaching a Hybrid-Flexible Course
Learning in a Hybrid-Flexible Course
Supporting Hybrid-Flexible Courses and Programs
Expanding the Implementation of Hybrid-Flexible Courses and Programs
Evaluating the Impact of Hybrid-Flexible Courses and Programs
Unit III. Hybrid-Flexible Implementations Around the World
Fitting Flexibility Across the Curriculum
One Size Fits None
New Technologies Deliver on the Promise of HyFlex
Using HyFlex in Statistics for Engineers and (Data) Scientists
HyFlex in Northern Ontario
HyFlex at Montana State University Billings
A Faculty Transitional Journey from Single Mode to HyFlex Teaching
Hyflex Learning within the Master of Teaching Program@KU Leuven
Increasing Flexibility, Satisfaction, and Efficiency Using the Hybrid Flexible Approach
A Modified Version of HyFlex
Video Lab HyFlex: Practical Experiences of Courses with Practical Applications
One University’s Hybrid-Flexible ‘Studyflex’ Course Experience in Melbourne, Australia
HyFlex Teaching and Learning at Bow Valley College
Evolving HyFlex from Emergency Measure to Sustainable Program: Northern State University
HyFlex Learning: Starting from where you are
HyFlexK12
A Pandemic HyFlex Story at Central Michigan University
HyFlex Programming as a Delivery Approach for Changing Student Demographics and Demands
Contribute Your Hybrid-Flexible Story
Appendices
Bibliography of Hybrid-Flexible Literature (using various terms)
Index
Author Affiliations
Author Biographies
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2.3. Supporting Hybrid-Flexible Courses and Programs
… an officially approved online
alternative
for her rather than having to track all…
… be some inequity in access to
alternative
participation modes, much like some students…
1.1. Beginnings
… to providing convenience and
alternative
s to regional students.
3.13. HyFlex Teaching and Learning at Bow Valley College
… learning environment provided
alternative
ways of communication and contributed to…
3.16. HyFlexK12
1.4. Designing a Hybrid-Flexible Course
… cases, additional content, or
alternative
content delivery methods must be used for…
… techniques and tools effective in
alternative
modes (online synchronous and asynchronous,…
1.3. Values and Principles of Hybrid-Flexible Course Design
Provide meaningful
alternative
participation modes and enable students to choose between…
All
alternative
participation modes should lead to equivalent learning. Providing…
Clearly,
alternative
participation modes are not valid
alternative
s if students cannot…
… be some inequity in access to
alternative
participation modes, much like some students…
3.14. Evolving HyFlex from Emergency Measure to Sustainable Program: Northern State University
Stanford, D. “Videoconferencing
alternative
s: How Low-Bandwidth Teaching Will Save…
3.12. One University’s Hybrid-Flexible ‘Studyflex’ Course Experience in Melbourne, Australia
… the primary asynchronous online
alternative
learning option for each week or topic…
… studies. They may choose to seek out
alternative
study options with greater inbuilt…
… will now have had a taste of
alternative
s to traditional on-campus face-to-face delivery.…
1.2. Costs and Benefits for Hybrid-Flexible Courses and Programs
… opportunities, typically with no
alternative
. Clearly this is less than ideal, and…
… equivalent in-class participation
alternative
s are “built-in”, continuously ready…
… better support students who need
alternative
s to one-size-fits-all instruction is…
2.2. Learning in a Hybrid-Flexible Course
… experiences, it is very likely that
alternative
presentations of course content and…
When
alternative
learning paths are presented to students, and the students are given…