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Hybrid-Flexible Classroom Design in the Physical Therapist Classroom
Max K Jordon1,2,3, Frank Tudini1,2,3, Derek Liuzzo1,2,3
1Max K Jordon is an assistant professor in the Chattanooga Department of Physical Therapy at the University of Tennessee, 615 McCallie Ave, Chattanooga, TN ( max-jordon@utc.edu ). Please address all correspondence to Max K Jordon.
Introduction:
Doctor of Physical Therapy (DPT) education has traditionally been delivered in a face-to-face format. However, alternative educational models are on the rise with the proliferation of hybrid programs. Although hybrid education may benefit students in unique ways, many students prefer the personal interaction afforded by a face-to-face format. An alternative model, Hybrid-Flexible (HyFlex), allows students to have the benefits of a hybrid education while allowing for face-to-face interactions. Therefore, the purpose of this study was to describe the application of an alternative educational method-HyFlex-in the DPT classroom.
Review Of Literature:
In a HyFlex model, students can choose to attend each class period in person, synchronously online, or asynchronously. Although previous research has found that hybrid programs have equivalent performance compared with traditional style, there is a paucity of published research on the effectiveness of HyFlex in the DPT classroom.
Subjects:
Thirty-six students (n = 26 female students) enrolled in a first-year DPT kinesiology course participated in this study.
Methods:
Students chose which method of engagement they preferred, and attendance choice was recorded. Students were categorized into synchronous engagement, partial asynchronous engagement, or asynchronous engagement groups. Quantitatively, grades for quizzes, tests, and the final examination were recorded and compared across the groups. Qualitatively, the students filled out a survey asking about their experience, and answers were assessed using a qualitative descriptive approach.
Results:
Quantitative data analysis revealed no differences between the groups in academic performance. Qualitative data revealed that students felt the HyFlex model allowed for better organization, flexibility, and reduced stress. However, there were concerns about the social impact, academic loss, decreased motivation, and technological issues.
Discussion And Conclusion:
This study describes how a HyFlex model can be implemented in a DPT classroom that allows for greater flexibility and reports of improved stress reduction with no academic loss.
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