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The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course.

Journal of computing in higher education·2023
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HyFlex environment: addressing students' basic psychological needs.

Nathan Mentzer1, Bhawna Krishna1, Ankita Kotangale1

  • 1Technology and Engineering Teacher Education, Purdue University, 155 S. Grant Street, 47907 West Lafayette, IN USA.

Learning Environments Research
|November 2, 2022
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Summary

Implementing active learning in a HyFlex format, the Interactive Synchronous HyFlex approach enhanced student engagement and psychological needs. This method supports student-centered learning in challenging educational environments.

Keywords:
Basic psychological needsDesign educationDesign thinkingHyFlex

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Area of Science:

  • Education
  • Psychology

Background:

  • Active learning strategies foster student engagement and student-centered environments.
  • Implementing active learning in a HyFlex setting during the COVID-19 pandemic presented unique challenges.
  • Self-Determination Theory posits that active learning motivates students and improves performance, particularly in STEM fields.

Purpose of the Study:

  • To describe the Interactive Synchronous HyFlex approach for teaching introductory college-level design thinking.
  • To explore the impact of this approach on students' basic psychological needs: autonomy, competence, and relatedness.

Main Methods:

  • Utilized a flipped classroom model where pre-class activities (lectures, readings, quizzes) prepared students for in-class application.
  • Employed social constructivist learning theory, focusing on student-to-student and student-to-instructor interactions during scheduled class time.
  • The study was conducted in an introductory college-level design thinking course within a HyFlex environment.

Main Results:

  • The Interactive Synchronous HyFlex approach was successfully implemented.
  • Exploration of impacts on students' autonomy, competence, and relatedness was conducted.
  • Active learning principles were integrated into the HyFlex design thinking course.

Conclusions:

  • The Interactive Synchronous HyFlex approach offers a viable method for engaging students in active learning within a flexible educational setting.
  • This pedagogical strategy positively impacts students' psychological needs, aligning with Self-Determination Theory.
  • Further research can explore the scalability and broader applicability of this approach in diverse academic contexts.