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In response to your question, “Do you also have anecdotes or quotes that express some of their frustrations with HyFlex?”, rarely.
The only frustration I’ve heard so far is that it would be easier to learn in person, particularly for students who are new to Canada and are already adjusting to so many cultural changes!
I think it’s a great idea to increase enrollment, especially if there is very clear messaging explaining what HyFlex is. I think that for some people it is such a new concept that it can be hard for them to believe that a program can be offered entirely online.
Even though the program I teach is advertised as HyFlex, with accompanying descriptions, I often still have students asking me whether they have to come to campus. This makes me wonder if there are prospective students who don’t reach out, assuming some element of campus involvement is involved.
What a great point about how this experience might open up others to the value of multimodal meetings.
As a Canadian, driving in the winter can sometimes be hazardous. The option to work from home and log on to any staff meetings safely at home would be a great option.
There are also of course benefits for the environment as a result of more virtual meetings when feasible to do so. 🙂
Brian, thanks for linking the app – I hadn’t heard of it before! I love how many creative technologies there are to help make both our lives and the lives of our students more efficient. 🙂
Great question!
For classes with group work, I’ll pair synchronous students together in a breakout room and they can check in with me through the chat feature as needed. I’ve also physically left the classroom to go into the hall and video chat with the synchronous students on my phone.
If there’s only one synchronous student, I check to see what their comfort is with joining an in-person group via speakerphone or WhatsApp video chat, which they’ve always been okay with.
For asynchronous students, I provide various suggestions e.g. pair up with another asynchronous student, ask someone in their household to help if possible, email me and request a meeting. Depending on the activity, I’ve had asynchronous students upload video/audio/text of their activity, even if it was done solo which we then circleback to as a class.
Finally, for asynchronous students, I make sure to summarize key discussion points from the breakout groups and/or ask students to reinact what they did so it can be recorded for all.