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Erschienen in:

14.09.2022 | Column: ICT International

The Rise and Fall of the HyFlex Approach in Mexico

verfasst von: Brenda Cecilia Padilla Rodriguez

Erschienen in: TechTrends | Ausgabe 6/2022

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Abstract

During the Covid-19 pandemic, the world turned to online tools as a means of ensuring continued access to education, highlighting possibilities for innovation, particularly in contexts like Mexico, where the use of edtech was not previously prevalent. When educational institutions reopened their physical campuses, many schools and universities considered a hybrid, flexible (HyFlex) approach as a way of catering for different needs. While research findings on students’ perspectives tend to be positive, the implementation of HyFlex courses has shown some challenges. Issues reported by teachers relate to poor technical infrastructure, work overload and lack of guidance. The initial excitement for the HyFlex approach has subdued. However, an openness to innovation is still there, ready to be exploited.
Literatur
Zurück zum Zitat Armellini, A., & Padilla Rodriguez, B. C. (2022). Chapter 25: Emergency professional development in higher education: lessons from the COVID-19 pandemic. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook of Digital Higher Education (pp. 310–323). https://doi.org/10.4337/9781800888494.00036 Armellini, A., & Padilla Rodriguez, B. C. (2022). Chapter 25: Emergency professional development in higher education: lessons from the COVID-19 pandemic. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook of Digital Higher Education (pp. 310–323). https://​doi.​org/​10.​4337/​9781800888494.​00036
Zurück zum Zitat Huang, Y., Shu, F., Zhao, C., & Huang, J. (2017). Investigating and analyzing teaching effect of blended synchronous classroom. In 6th International Conference of Educational Innovation Through Technology (EITT) (pp. 134–135). https://doi.org/10.1109/EITT.2017.40 Huang, Y., Shu, F., Zhao, C., & Huang, J. (2017). Investigating and analyzing teaching effect of blended synchronous classroom. In 6th International Conference of Educational Innovation Through Technology (EITT) (pp. 134–135). https://​doi.​org/​10.​1109/​EITT.​2017.​40
Zurück zum Zitat Lakhal, S., Khechine, H., & Pascot, D. (2014). Academic students’ satisfaction and learning outcomes in a HyFlex course: Do delivery modes matter? In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1075–1083). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/148994/. Accessed 12 September 2022. Lakhal, S., Khechine, H., & Pascot, D. (2014). Academic students’ satisfaction and learning outcomes in a HyFlex course: Do delivery modes matter? In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1075–1083). Association for the Advancement of Computing in Education (AACE). https://​www.​learntechlib.​org/​primary/​p/​148994/​. Accessed 12 September 2022.
Metadaten
Titel
The Rise and Fall of the HyFlex Approach in Mexico
verfasst von
Brenda Cecilia Padilla Rodriguez
Publikationsdatum
14.09.2022
Verlag
Springer US
Erschienen in
TechTrends / Ausgabe 6/2022
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-022-00780-3