Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved]
The COVID-19 pandemic has led to the demand for new modes of teaching and learning. One such approach is Hybrid-Flexible or HyFlex. Utilising a HyFlex model, teachers teach students at the same time face-to-face (f2f) and synchronously online through video-conferencing software while enabling other...
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2023-04-01
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| Series: | Routledge Open Research |
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| Online Access: | https://routledgeopenresearch.org/articles/2-2/v2 |
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| author | TJ O'Ceallaigh Emma O Brien Cornelia Connolly |
| author_facet | TJ O'Ceallaigh Emma O Brien Cornelia Connolly |
| author_sort | TJ O'Ceallaigh |
| collection | DOAJ |
| description | The COVID-19 pandemic has led to the demand for new modes of teaching and learning. One such approach is Hybrid-Flexible or HyFlex. Utilising a HyFlex model, teachers teach students at the same time face-to-face (f2f) and synchronously online through video-conferencing software while enabling other students to engage in asynchronous learning. Designing, developing and facilitating multiple modes of participation in HyFlex is a challenging endeavor which calls for specialized pedagogical knowledge, competencies and skills. To date, there is a dearth of literature which explores the pedagogies that integrate physical and virtual learning spaces to successfully support the HyFlex learning environment. One of the most widely adopted pedagogies during the pandemic was the Community of Inquiry (CoI) model which focuses on presence as a concept and how social, cognitive, teacher and emotional presence can support student learning in an online environment. The paper analyses the literature to explore the meaning of presence and CoI in a hyflex learning environment. It explores the role of the teacher in designing the optimum learning environment for students. However the role of presence in a hybrid learning environment has not been explored. This paper argues that teachers need to understand how students exist in learning spaces and how the can be co-present in physical, synchronous and asynchronous spaces to enable them to ensure equitable access and design inclusive hyflex learning environments. |
| format | Article |
| id | doaj-art-c33201ab15a542cfbd9c665f448c92a2 |
| institution | Kabale University |
| issn | 2755-1245 |
| language | English |
| publishDate | 2023-04-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | Routledge Open Research |
| spelling | doaj-art-c33201ab15a542cfbd9c665f448c92a22024-12-13T01:00:03ZengF1000 Research LtdRoutledge Open Research2755-12452023-04-01219090Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved]TJ O'Ceallaigh0https://orcid.org/0000-0002-6303-5425Emma O Brien1https://orcid.org/0000-0002-6684-7891Cornelia Connolly2https://orcid.org/0000-0001-9778-5569School of Education, University College Cork, College Road, Cork, Limerick, T12 CY82, IrelandFaculty of Education, Mary Immaculate College, South Circular Road, Limerick, V94 VN26, IrelandSchool of Education, University of Galway, University Road, Galway, H91 TK33, IrelandThe COVID-19 pandemic has led to the demand for new modes of teaching and learning. One such approach is Hybrid-Flexible or HyFlex. Utilising a HyFlex model, teachers teach students at the same time face-to-face (f2f) and synchronously online through video-conferencing software while enabling other students to engage in asynchronous learning. Designing, developing and facilitating multiple modes of participation in HyFlex is a challenging endeavor which calls for specialized pedagogical knowledge, competencies and skills. To date, there is a dearth of literature which explores the pedagogies that integrate physical and virtual learning spaces to successfully support the HyFlex learning environment. One of the most widely adopted pedagogies during the pandemic was the Community of Inquiry (CoI) model which focuses on presence as a concept and how social, cognitive, teacher and emotional presence can support student learning in an online environment. The paper analyses the literature to explore the meaning of presence and CoI in a hyflex learning environment. It explores the role of the teacher in designing the optimum learning environment for students. However the role of presence in a hybrid learning environment has not been explored. This paper argues that teachers need to understand how students exist in learning spaces and how the can be co-present in physical, synchronous and asynchronous spaces to enable them to ensure equitable access and design inclusive hyflex learning environments.https://routledgeopenresearch.org/articles/2-2/v2hybrid learning spaces HyFlex learning teaching presence cognitive presence social presence instructional strategieseng |
| spellingShingle | TJ O'Ceallaigh Emma O Brien Cornelia Connolly Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved] Routledge Open Research hybrid learning spaces HyFlex learning teaching presence cognitive presence social presence instructional strategies eng |
| title | Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved] |
| title_full | Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved] |
| title_fullStr | Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved] |
| title_full_unstemmed | Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved] |
| title_short | Hyflex Pedagogies: Nurturing teacher presence in multi-modal learning spaces post pandemic [version 2; peer review: 2 approved] |
| title_sort | hyflex pedagogies nurturing teacher presence in multi modal learning spaces post pandemic version 2 peer review 2 approved |
| topic | hybrid learning spaces HyFlex learning teaching presence cognitive presence social presence instructional strategies eng |
| url | https://routledgeopenresearch.org/articles/2-2/v2 |
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