Teaching across modalities
Examining instructor presence in HyFlex environments
Bibliographic Data
| ID | 21744247 |
|---|---|
| Authors | Adrie A Koehler (0000-0003-0954-1391, Purdue University West Lafayette, corresponding author), Lakshmy Mohandas (0000-0002-2953-6170, Purdue University West Lafayette), Nathan Mentzer (0000-0001-9788-7901, Purdue University West Lafayette), Elnara Mammadova (0000-0002-4120-9367, Purdue University West Lafayette) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-12-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2025.2586528 |
| OpenAlex | W4416929630 |
| Language | EN |
| References cited | 42 |
HyFlex learning experiences are increasingly being offered to accommodate disruptions to learning experiences and offer flexibility to instructors and students. Limited research has examined meaningful instructor presence in HyFlex learning environments. Using the Community of Inquiry (CoI) Framework, the purpose of this case study-mixed methods research was to explore how instructors established presence in HyFlex learning environments. The instructional approaches and perspectives of three instructors teaching the same introductory undergraduate design-thinking course and student attendance and responses to the CoI survey were compared across course sections. Results highlight several ways that instructors established and maintained their presence in HyFlex environments. This study offers insight into the design and facilitation of HyFlex learning
Educational technology · Electronic learning · Higher education · Qualitative research · Statistical analysis · Teaching method · Technology integration · Communication in Education and Healthcare · Educational Environments and Student Outcomes · Innovative Teaching and Learning Methods
Social presence in online discussions as a process predictor of academic performance
Teacher pedagogical beliefs
Critical Inquiry in a Text-Based Environment
Teacher beliefs and technology integration practices
Developing a community of inquiry instrument
A systematic literature review on synchronous hybrid learning
Instructor Presence and Student Satisfaction Across Modalities
“Where I feel the most connected
Student experiences in an interactive synchronous HyFlex design thinking course during Covid-19
Analyzing the impact of basic psychological needs on student academic performance
An exploration of conjecture strategies used by instructional design students to support design decision-making
Examining students' acceptance of the large‐scale HyFlex course
Two Methodological Approaches to the Integration of Mixed Methods and Case Study Designs
| Citation velocity | historical |
|---|---|
| Highly cited | No |