HyFlex teaching experience and reflections in K-12

Name: HyFlex teaching experience and reflections in K-12
Author: Filiz, O., Kaya, M. H., Adıgüzel, Tufan

İsim	HyFlex teaching experience and reflections in K-12
Yazar	Filiz, O., Kaya, M. H., Adıgüzel, Tufan
Basım Tarihi:	2024-01
Basım Yeri	- Bastas Publications DOO
Konu	HyFlex teaching, Case study, K-12, Education, Professional development
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1986-3497
Kayıt Numarası	9ef2b004-9705-4854-b347-fe783a484b7d
Lokasyon	Office for Learning and Teaching Enhancement
Tarih	2024-01
Örnek Metin	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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HyFlex teaching experience and reflections in K-12

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

Basım Tarihi 2024-01

Basım Yeri - Bastas Publications DOO

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

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1986-3497

Kayıt Numarası 9ef2b004-9705-4854-b347-fe783a484b7d

Lokasyon Office for Learning and Teaching Enhancement

Tarih 2024-01

Örnek Metin 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