Hyflex Simulation: A Case Study of a Creative Approach to Unprecedented Circumstances

Zehler, Alexis; Cole, Britt; Arter, Sara

doi:10.1016/j.ecns.2021.06.012

Cited by 12 publications

(8 citation statements)

References 6 publications

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“…But the validity of the results is credible since we had more than 40% response rate. Finally, this study did not employ Quasi-experimental study as carried out by Zehler et al ( 2021 ) where the authors deployed a Hyflex simulation towards creative method to unprecedented circumstances. As such this study did not provide more in-depth experimental results in a quantitative manner for pre-test and post-test to further test the HyFlex model against previous pedagogical model in the literature.…”

Section: Discussionmentioning

confidence: 99%

“…The HyFlex approach was first proposed by Beatty in 2006 (Beatty, 2007 ), as a medium to address physical space limitations and to well accommodate all students (with different background, knowledge and/or plan) (Foust & Ruzybayev, 2021 ). Specifically, Hyflex is described as multimodal learning that aims to create a highly flexible approach that assists students in accomplishing better course outcomes (Zehler et al, 2021 ). Presently, in the sphere of blended learning and online learning there is a lack of literature focusing on the adoption of Hyflex teaching approach as a modality in training cyber security professionals, amidst the pandemic which has led to more demand for Hyflex pedagogy in higher education.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the effectiveness of a HyFlex cyber security training in a developing country: A case study

Nweke

Anthony

Mba³

et al. 2022

Educ Inf Technol

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HyFlex termed as hybrid-flexibility is a teaching approach where teachers and students have the alternative to participate in planned courses either remotely or face-to-face. This study examines the effectiveness of the HyFlex pedagogical method to teach highly interactive digital and face-to-face cyber security training in Nigeria amidst the pandemic. Data was collected using a survey questionnaire from 113 participants to evaluate student’s perception towards the effectiveness of the Hyflex method using physical and Zoom teleconferencing which allow students to participate remotely in the cyber security training. The developed questionnaire comprising both open-ended and Likert-style questions was administered to purposely sampled participants. Findings from this study presents implementation details on how the HyFlex teaching model was implemented from a developing country context. Besides, findings present challenges and opportunities experienced with adopting the HyFlex pedagogical model, and also offers recommendations to other instructors for employing this teaching model. Findings also reveal that although there were challenges experienced by the students who attended via online such as connectivity issues, competency in using some features in Zoom-conferencing, etc. The students did appreciate the flexibility HyFlex teaching afforded, indicating that HyFlex is a promising teaching approach for fostering engagement of students especially in large-group cyber security courses.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating the effectiveness of a HyFlex cyber security training in a developing country: A case study

Nweke

Anthony

Mba³

et al. 2022

Educ Inf Technol

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“…Blended learning that combines face‐to‐face and online learning has been widely used in higher education (Saichaie, 2020). The learning that includes physical, face‐to‐face and synchronous online interactions notably, has various terms like blended synchronous learning (Bower et al, 2015; Wang & Huang, 2018), synchronous hybrid learning (Butz & Stupnisky, 2016; Raes, 2021; Raes et al, 2020), Hyflex (hybrid flexible) (Zehler et al, 2021) or, for example, dual campus model (Divanoglou et al, 2018). In this study, we use the term hybrid learning meaning face‐to‐face and synchronous online learning.…”

Section: Introductionmentioning

confidence: 99%

“…For example, students participating in virtual environments may feel isolated, separate from face‐to‐face students and technical delays may take an unnecessary amount of the educators' time. Also, the quality of audio and visual factors have a significant effect on interactions (Lakhal et al, 2021; Raes, 2021; Wang & Huang, 2018; Zehler et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Divanoglou et al (2018) pointed out that dual campus challenges physiotherapy students' training because of the unequal possibility to learn Folse et al (2015). have reported that semester-long blended synchronous studies among nursing students is an innovative method but causes communication problems Zehler et al (2021). have found that hyflex simulation compared to traditional simulation, has a significant difference in clinical skills and communication.…”

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confidence: 99%

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Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study

Pramila‐Savukoski

Kärnä

Kuivila

et al. 2023

Computer Assisted Learning

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BackgroundHealth sciences education prepares students for social‐ and healthcare by developing evidence‐based nursing, leadership and working life skills, including collaboration. Due to the changes caused by the global pandemic, health sciences education has shifted more to online and hybrid contexts, which can challenge students' competence development. Students' competence development and interaction in collaborative hybrid learning is a little researched area.ObjectivesTo observe and evaluate health sciences students' competence development in a collaborative hybrid learning context.MethodsThis quasi‐experimental mixed‐method study was implemented by providing educational intervention. First‐year Bachelor's degree health sciences students (n = 18) of a Finnish university completed an educational intervention with synchronous online and face‐to‐face learning. Students' collaborative hybrid learning and interaction were video observed, while self‐evaluation of competence development was made with a questionnaire.ResultsIn the collaborative interactions, the students showed analytical thinking, problem‐ solving and communication and technology skills. Extensive knowledge of health sciences and ethics skills was not strongly visible in interaction. The students effectively used collaborative work time to perform tasks. Cognitive interaction (monitoring and evaluating learning) was observed in 85% and socio‐emotional interaction (expressions of emotions and motivation) in 53% of the data. Related to the students' learning results, the students' ability to communicate and interact with culturally different people improved after the educational intervention.ConclusionCollaborative learning methods in hybrid learning can create opportunities for students to construct their competence in interaction. Attention should be paid to different areas of competence and the role of socio‐emotional interaction.

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Effectiveness of HyFlex Simulation-Based Clinical Learning in Comparison to Traditional Learning in Undergraduate Clinical Education

Abuzaid

Elshami

Issa

et al. 2023

Future Trends in Education Post COVID-19

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The use of blended educational approaches, including HyFlex simulation in recent years and during the COVID-19 pandemic, has impacted medical education and has drawn attention to a new teaching method. However, integrating new teaching methods has its advantages and disadvantages. The effectiveness of HyFlex simulation is not well studied in the literature. The study aims to assess the effectiveness of HyFlex simulation-based clinical learning in comparison to traditional learning in undergraduate clinical education. The study collected demographic data, satisfaction, effectiveness, and acceptance. The data were analyzed using descriptive statistics. The mean scores of satisfactions and previous experience among graduates and students were compared using an independent sample t-test. A p-value of less than 0.05 was used as the significant level. One hundred twenty-four participants in this cross-sectional study completed an online survey. These were graduates (n = 62) and students (n = 62) from the University of Sharjah in the United Arab Emirates. The results showed that students had positive feedback about the HyFlex simulation learning method, especially the content, design, rationale, effect of simulation in acquiring knowledge and improving objective achievement. In addition, HyFlex boosted students’ knowledge enhanced student-centered learning and clinical practice assessment. However, they reported that face-to-face learning was significantly more effective for acquiring practical skills than HyFlex simulation learning.

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Hyflex Simulation: A Case Study of a Creative Approach to Unprecedented Circumstances

Cited by 12 publications

References 6 publications

Investigating the effectiveness of a HyFlex cyber security training in a developing country: A case study

Investigating the effectiveness of a HyFlex cyber security training in a developing country: A case study

Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study

Effectiveness of HyFlex Simulation-Based Clinical Learning in Comparison to Traditional Learning in Undergraduate Clinical Education

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