HyFlex Environment: Addressing Students' Basic Psychological Needs

Autor/inn/en	Mentzer, Nathan; Krishna, Bhawna; Kotangale, Ankita; Mohandas, Lakshmy
Titel	HyFlex Environment: Addressing Students' Basic Psychological Needs
Quelle	In: Learning Environments Research, 26 (2023) 1, S.271-289 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mentzer, Nathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09431-z
Schlagwörter	College Students; Psychological Needs; Active Learning; Self Determination; Flipped Classroom; Teaching Methods; Personal Autonomy; Competence; Interaction; Design + Suchen Sie Ihr Suchwort? Collegestudent; Aktives Lernen; Selbstbestimmung; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Kompetenz; Interaktion
Abstract	Active learning strategies engage students and promote student-centered learning environments. Implementing active learning in a HyFlex environment during the Fall of 2020 global pandemic was challenging. We describe the "Interactive Synchronous HyFlex" approach to teaching design thinking at the introductory college level and explore impacts on students' basic psychological needs, including autonomy, competence, and relatedness. Aligned with Self-Determination Theory, active learning has been shown to motivate students and increase performance and retention in science, engineering, and mathematics disciplines, among others (Freeman et al., 2014; Lo & Hew, 2019). In active environments, the predominant mode of instruction is not lecture based and it engages students through student-to-student interactions and student-to-instructor interactions. The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. This model of instruction is ideal for our design thinking course used as a context for this study because students are challenged to learn by doing. In active learning courses, students engage in video-recorded lectures or talks, text-based materials and online quizzes, or other preparation activities before and in preparation for class (Bishop & Verleger, 2013; Lo et al., 2017; O'Flaherty & Phillips, 2015). Scheduled class meeting time is used for engagement and interaction between students informed by a social constructivist learning theory. Students challenge each other to apply what they have learned with guidance and support from the instructor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01