Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap
Brian Beatty, San Francisco State University, United States
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The HyFlex course design implements a flexible participation policy for students whereby students may choose (weekly) to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class. Artifacts created during learning activities for each set of students becoming "learning objects" for all. HyFlex courses are being used in the Instructional Technologies Masters Degree program at SF State to build an online degree program by transitioning students, instructors, and administration from a traditional past to a hybrid future. HyFlex design principles, descriptions and reports of student and faculty experiences, and administrative issues are discussed.
Beatty, B. (2007). Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Lydia Kyei-Blankson, Iliinois State University, United States; Francis Godwyll, Ohio University, United States; Mohamed Nur-Awaleh, Illinois State University, United States; Jared Keengwe, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 433–436
Lydia Kyei-Blankson, Illinois State University, United States; Francis Godwyll, Ohio University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 532–535
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