HyFlex pedagogy: six strategies supported by design-based research

Authors

Emily Howell, Clemson UniversityFollow
Koti Lee Hubbard, Clemson UniversityFollow
Sandra Linder, Clemson UniversityFollow
Stephanie M. Madison, Clemson UniversityFollow
Joseph Ryan, Clemson University
William C. Bridges, Clemson University

Document Type

Article

Publication Date

6-2023

Publication Title

Journal of Applied Research in Higher Education

Publisher

Emerald Publishing

DOI

https://doi.org/10.1108/JARHE-02-2023-0050

Abstract

Purpose–This study investigates the following research question: What pedagogical strategies are necessary for the success of the project? The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization.

Design/methodology/approach–This study uses design-based research(DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis.

Findings–Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill.

Originality/value–These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.

Recommended Citation

Howell, E., Hubbard, K., Linder, S., Madison, S., Ryan, J. and Bridges, W.C. (2023), "HyFlex pedagogy: six strategies supported by design-based research", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-02-2023-0050