LMS-supported HyFlex clinical supervision model: Illuminating perspectives from teacher candidates in the department of English language teaching

This study presents a HyFlex Clinical Supervision Model supported by a Learning Management System (LMS). The model is designed to facilitate a seamless transition from face-to-face to remote education, particularly in unforeseen circumstances such as the COVID-19 pandemic. The primary aim is to understand the mode preferences of teacher candidates for various aspects of the teaching process, including receiving feedback on lesson plans, structuring teaching sessions, observation, being observed, and receiving feedback after teaching sessions during mentoring activities. The study included 58 fourth-year teacher candidates who were enrolled in English Language Teaching departments across six state universities in five regions in Turkey. Data was collected through an online questionnaire using Google Forms and interviews conducted via Zoom. The study uncovered diverse preferences among teacher candidates with regards to teaching sessions, observation methods, and feedback. The HyFlex clinical supervision model proposed is adaptable to both traditional and remote practicum settings.

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

BACKGROUND

The core principle of HyFlex ('hybrid' and 'flexible') learning is to maintain learning equity under most circumstances. Within a blended framework in precision medical education, how different preferences of synchronous learning environment influence learning process and outcome is limited. We investigated students' preclass online video learning experiences and their choices toward synchronous class formats.

METHODS

This was a mixed-methods study. During the 2021 academic year, all 5th-year medical students who had viewed online video clips presenting core concepts were asked to complete a survey on their preference for future synchronous class format (face-to-face, online, or HyFlex) and asked to provide reflective comments on their self-learning. Anonymous survey data, online records, and summative assessment scores (short-term learning outcomes) were collected. Kruskal - Wallis or Chi-square tests were used to compare differences between groups, and multiple linear regression was managed to select the factors associated with various choices. The students' comments were coded in a descriptive thematic analysis.

RESULTS

Among 152 medical students, 150 responded to the questionnaires, and 109 provided comments. Medical students spent a median of 32 min online, significantly shorter in the face-to-face group than in the online and HyFlex groups. The online group had a lower preclass video completion rate for certain concepts. The choice was not associated with short-term learning outcomes. Student feedback revealed a higher frequency of multiple themes for each student in the face-to-face and HyFlex groups, and these themes fell into the categories of learning efficiency, focus concentration, and course attractiveness.

CONCLUSIONS

Linking the choice of the class format and learning experiences of preclass online videos sheds light on a step further within a blended framework of precision medical education. Supplement of online interactive elements may help secure learning engagement among students choosing 'online only' class format of HyFlex learning.

Self-regulation, motivation, and outcomes in HyFlex classrooms

At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provided attendance flexibility due to the pandemic. This unique situation provided a research opportunity to explore the self-regulatory, motivational, and contextual factors that affected students' attendance choices as well as their academic outcomes (pass/withdrawal) and perceptions of satisfaction. Results showed that 70% of students took advantage of the opportunity to flex and strongly valued the convenience, choice, and time savings. They were satisfied with connections to instructors. They were less satisfied with connections to peers, fluency between attendance modes, and technology performance. Generally, students performed well in the HyFlex courses with pass rates and withdrawal rates of 88% and 2%, respectively, for both Fall 2020 and Spring 2021 terms. The students who were most likely to flex were first year students who lived more than 15 miles from campus; first year students comprised a disproportionately large portion of those who failed. Self-regulatory and motivational factors were explored in relation to attendance decisions. Besides COVID-related issues and work/life balance, a sizable percentage (13%) of students explained their attendance decisions in terms of quality of their learning and in this way demonstrated self-regulation. Motivation was an issue for 17% of the students, typically expressed as not attending in the way they learned best or skipping class.

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

HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.

HyFlex environment: addressing students' basic psychological needs

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.

The Rise and Fall of the HyFlex Approach in Mexico

During the Covid-19 pandemic, the world turned to online tools as a means of ensuring continued access to education, highlighting possibilities for innovation, particularly in contexts like Mexico, where the use of edtech was not previously prevalent. When educational institutions reopened their physical campuses, many schools and universities considered a hybrid, flexible (HyFlex) approach as a way of catering for different needs. While research findings on students' perspectives tend to be positive, the implementation of HyFlex courses has shown some challenges. Issues reported by teachers relate to poor technical infrastructure, work overload and lack of guidance. The initial excitement for the HyFlex approach has subdued. However, an openness to innovation is still there, ready to be exploited.

Using the HyFlex model to deliver a capstone seminar course

INTRODUCTION

The HyFlex course structure allows students to attend class in-person or via synchronous videoconferencing technology. This model has been described, but no data are available in pharmacy curricula.

METHODS

Students enrolled in Grand Rounds (GR) were eligible. The GR Engagement Assessment Tool (GREAT) measured engagement three times during the semester. Eighteen statements across four domains were rated using a five-point Likert scale (1 = not true at all and 5 = completely true). Free-text responses were collected for qualitative analysis. The primary outcome was the difference in GR engagement between students attending in-person vs. remotely. Descriptive statistics were used for demographic information. Wilcoxon rank-sum tests compared Likert-scale responses between in-person and remote attendance.

RESULTS

Surveys included 128 responses from 88 unique students. There were no differences between remote and in-person attendance for the boredom and elaboration domains. In-person students reported listening more intently (median 4, IQR [3,4]; P = .03). In-person students felt the material was more practical (median 4, IQR [4,5]) than remote students (median 4, IQR [3,4]; P = .002) and more applicable to other situations (median 3, IQR [3,5]) than remote students (median 3, IQR [2,4]; P = .04). Qualitative analysis of the entire cohort demonstrated five themes for satisfaction: safety, flexibility, convenience, technology, and professionalism.

CONCLUSIONS

There were subtle differences in student engagement or satisfaction using the HyFlex model. This study supports the expansion of this methodology to similar courses where remote instruction is needed.

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

In 2020, King's College London introduced HyFlex teaching as a means to supplement online and face-to-face teaching and to respond to Covid-19 restrictions. This enabled teaching to a mixed cohort of students (both online and on campus). This article provides an outline of how such an approach was conceptualized and implemented in a higher-education institution during an intense three-month period over that summer and prior to the limited re-opening of the university campus. This was a new approach that offers a number of pointers for reflection and provides key insights in on this novel learning environment and the physical and pedagogical contexts in which learning can occur. Technical implementation factors are detailed, along with both reflections on challenges and solutions. Pedagogical issues such as cognitive load, social presence, and resolving the issues of a cohort spread across two locations are discussed. While we should be mindful of the limitations of this relatively-specific research, and shouldn't therefore over-extrapolate our findings, one key finding is that delivering Hyflex is associated with a higher cognitive load. Further, the audio quality of our implementation enhanced the feeling of presence in the learning environment. We recommend providing appropriate technical and pedagogical training, as well as audio-visual and digital education support.

Shaping ability of reciprocating motion of WaveOne and HyFlex in moderate to severe curved canals: A comparative study with cone beam computed tomography

Introduction:

M-Wire and reciprocating motion of WaveOne and controlled memory (CM) wire) of HyFlex were the recent innovations using thermal treatment. Therefore, a study was planned to evaluate the shaping ability of reciprocating motion of WaveOne and HyFlex using cone beam computed tomography (CBCT).

Methodology:

Forty-five freshly extracted mandibular teeth were selected and stored in saline until use. All teeth were scanned pre- and post-operatively using CBCT (Kodak 9000). All teeth were accessed and divided into three groups. (1) Group 1 (control n = 15): Instrumented with ProTaper. (2) Group 2 (n = 15): Instrumented with primary file (8%/25) WaveOne. (3) Group 3 (n = 15): Instrumented with (4%/25) HyFlex CM. Sections at 1, 3, and 5 mm were obtained from the pre- and post-operative scans. Measurement was done using CS3D software and Adobe Photoshop software. Apical transportation and degree of straightening were measured and statistically analyzed.

Results:

HyFlex showed lesser apical transportation when compared to other groups at 1 and 3 mm. WaveOne showed lesser degree of straightening when compared to other groups.

Conclusion:

This present study concluded that all systems could be employed in routine endodontics whereas HyFlex and WaveOne could be employed in severely curved canals.