A HyFlex-Flipped Class in Action Learning: A Connectivist MOOC for Creative Problem-Solving

Abstract

This design research aims to propose a HyFlex strategy for students and participants in the workplace using massive open online course (MOOC) flipped between the two settings, an active in-classroom to an action learning in the workplace. The research methods were designed into two major parts, where the first part was a design stage which included the review and design process, while the second part involved case studies. The learning design is analogous to an origami paper folding system that processes the diversified questioning of real-world problems and recursively reflects the thought, action, and solutions to the problems. The case studies showed a statistically significant increase in participants’ creative problem-solving at the 0.5 level.

Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education

“…The author's initial research confirms that HyFlex learning has been studied and has become the focus of researchers in several countries with different locations, research objects and methods Mahande and Abdal, 2023). This is supported by the results of previous research that examined HyFlex learning with a different focus (Nasongkhla and Sujiva, 2022;Shek et al, 2022;Detyna et al, 2023;Mentzer et al, 2023). However, research related to three main aspectslearning style, HyFlex learning mode and equitystill needs to be completed and poses severe challenges in current and expected implementations of online learning and hybrid/HyFlex learning, and challenges related to these three aspects may arise for students across different faculties and disciplines at universities in other countries.…”

“…(3) reusing the same learning objects for all students; (4) ensuring each student has the skills and technology to interact in all HyFlex learning modes; and (5) using authentic judgment (Beatty, 2007;Nasongkhla and Sujiva, 2022;Mahande and Abdal, 2023).…”

“…In HyFlex learning, students have the freedom to select learning materials and activities (Binnewies and Wang, 2019) corresponding to three available learning environments, namely, face-to-face in the classroom, synchronous online and asynchronous online (Saenen et al , 2023; Seraji et al , 2019; Wilson and Alexander, 2021; McCue, 2021; Heilporn and Lakhal, 2021; Mahande and Abdal, 2023). Some studies have found that students participating in HyFlex courses may feel satisfied and have higher learning engagement (Nasongkhla and Sujiva, 2022).…”

“…It is essential to explore the impact of HyFlex learning on learning equity and student engagement (Mentzer et al , 2023). HyFlex learning has five main principles related to equity learning: accommodating student preferences in following the learning process in all HyFlex modes; offering equal learning activities in all modes; reusing the same learning objects for all students; ensuring each student has the skills and technology to interact in all HyFlex learning modes; and using authentic judgment (Beatty, 2007; Nasongkhla and Sujiva, 2022; Mahande and Abdal, 2023). …”

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

“…Further research on the effects of these course designs on students' autonomous motivation, self-regulation, and academic performance is needed, with a focus on students who prefer and choose online learning in HyFlex courses [59]. In addition, a practical study is expected to be conducted on integrating individualized and cooperative learning through HyFlex classes and flipped classroom teaching [60].…”