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HyFlex teaching experience and reflections in K-12

Title	HyFlex teaching experience and reflections in K-12
Author	Filiz, O., Kaya, M. H., Adıgüzel, Tufan
Publication Date:	2024-01
Publication Place	- Bastas Publications DOO
Subject	HyFlex teaching, Case study, K-12, Education, Professional development
Type	Periodical
Language	English
Digital	Yes
Manuscript	No
Library:	Özyeğin University
Library Asset ID	1986-3497
Record ID	9ef2b004-9705-4854-b347-fe783a484b7d
Library Location	Office for Learning and Teaching Enhancement
Date	2024-01
Sample Text	This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.
DOI	10.30935/ojcmt/13858
Cilt	14

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Özyeğin University

HyFlex teaching experience and reflections in K-12

Author Filiz, O., Kaya, M. H., Adıgüzel, Tufan

Publication Date 2024-01

Publication Place - Bastas Publications DOO

Subject HyFlex teaching, Case study, K-12, Education, Professional development

Type Periodical

Language English

Digital Yes

Manuscript No

Library Özyeğin University

Library Asset ID 1986-3497

Record ID 9ef2b004-9705-4854-b347-fe783a484b7d

Library Location Office for Learning and Teaching Enhancement

Date 2024-01

Sample Text This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.

DOI 10.30935/ojcmt/13858

Cilt 14