Hyflex learning #2

 As summarised in a previous post, hyflex learning whereby has seen an increased interest due to the need to move to remote/distance learning caused by the current pandemic.

Hyflex learning is challenging as it requires f2f learning to run as per normal, or as blended learning as is often now used in NZ VET along with a distance learning course. Students are provided the option of participating in either f2f/blended or fully distance. The most flexible version is to allow students to hop between the different delivery modes, meaning all the versions of the course, requires synchronisation. 

This resource provides a good discussion on the intricacies of setting up, teaching on and consolidating the various aspects of hyflex. Of note is the need to 'plan ahead' and to be familiar with all the technologies to be used in each aspect of the course. This is no mean feat as it requires lecturers to not only continue with their usual 'lectures' but also conduct sessions on zoom and have all resources etc. available in a distance learning course platform. The amount of work required to put all of these delivery modes into place will be high. The commitment to be fluent with the technologies required - lecture capture, zoom discussions, design and planning of the fully online equivalent, also require capability development. Therefore, unless well resourced and supported, good quality and effective hyflex will be a challenge.

Leveraging off the socio-cultural is one way to divide up the workload and commit to successful hyflex development. The article suggest the deployment ot teaching assistants to run some aspects of classes and to create peer support groups for students. This works well when there are large cohorts of students in university type contexts but less well in VET where smaller class sizes are the norm. However, with the move on the Te Pukenga, some economies of scale may see courses being shared across the network and student groups being merged for some discipline areas. Again, learning design is important to ensure students do not struggle with being expected to be part of large classes when they signed up for smaller, more teacher contact type courses. The use of peer groups, perhaps supported by 'teaching assistants' or senior students, may be one way to keep cohort groups engaged.

Therefore, hyflex is but one option and a challenging one at that! Students attending f2f/blended OR distance and keeping to one delivery mode is still a better way forward as each has different calls on pedagogy and learning patterns.