Literaturnachweis - Detailanzeige
| Autor/inn/en | Kohnke, Lucas; Moorhouse, Benjamin Luke |
|---|---|
| Titel | Adopting HyFlex in Higher Education in Response to COVID-19: Students' Perspectives |
| Quelle | In: Open Learning, 36 (2021) 3, S.231-244 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kohnke, Lucas) ORCID (Moorhouse, Benjamin Luke) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0268-0513 |
| DOI | 10.1080/02680513.2021.1906641 |
| Schlagwörter | COVID-19; Pandemics; Graduate Students; Student Motivation; Videoconferencing; Teaching Methods; Instructional Effectiveness; Synchronous Communication; Communication Problems; Electronic Learning; Blended Learning; Classroom Environment; Physical Environment; Public Colleges; Foreign Countries; Hong Kong |
| Abstract | COVID-19 has led to dramatic changes in the way teachers teach and students engage in higher education (HE). To cater for social distancing and learners' diverse needs, including being in different geographical locations from their HE instruction, different modes of teaching and learning have been adopted. One such mode is HyFlex. HyFlex sees teachers teaching students at the same time in a physical classroom and synchronously online through video-conferencing software. This small-scale exploratory study considers the experiences and perceptions of nine post-graduate students who attended a six-week course delivered through HyFlex. Findings suggest that while there were communication challenges between students who attended through different modes, participants did appreciate the flexibility it afforded. The utilisation of various features of the video-conferencing software and other digital tools were seen as essential to the effectiveness of HyFlex. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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