• Corpus ID: 196174003

Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction

@inproceedings{Leijon2019ConnectingPA,
  title={Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction},
  author={Marie Leijon and Bj{\"o}rn Lundgren},
  year={2019}
}
This article highlights interaction within physical and virtual spaces in a higher education HyFlex learning environment with live streamed lectures and seminars. What kinds of learning spaces do we shape when we connect physical and virtual spaces? How do we interact in these spaces, and how do they affect our interaction? The perspective of ‘designs for learning’ theoretically frames the study. The result show that several different spaces are shaped; physical space, representational space… 

Figures from this paper

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

In 2020, King’s College London introduced HyFlex teaching as a means to supplement online and face-to-face teaching and to respond to Covid-19 restrictions. This enabled teaching to a mixed cohort of

HyFlex model of higher education: understanding the promise of flexibility

  • Emily Howell
  • Education, Business
    On the Horizon: The International Journal of Learning Futures
  • 2022
Purpose The purpose of this paper aims to answer the research question: How is the HyFlex model being implemented in higher education, and is it leading to greater access and equity?.

Bibliography of Hybrid-Flexible Literature (using various terms)

This paper presents a meta-modelling framework called HyFlex, which automates the very labor-intensive and therefore time-heavy and therefore expensive process of designing and implementing flexible learning in the classroom.

Covid-19 and (re)learning teaching: Never let a crisis go to waste

of Winston Churchill’s call to “never let a good crisis go to waste,” we investigate some changes in teaching and learning caused by the Covid transition. Findings in international studies about

TriHy: teaching an MA TESOL class face-to-face, synchronously online, and asynchronously online

This study investigated whether the success of students in a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) assessment course was comparable regardless of their chosen

Development of a HyFlex Defensive Security Course

A flexible learning defensive security course was developed using the HyFlex delivery model which was initially developed at San Francisco State University. This paper discusses how a

Pandemins påverkan på universitetslärares pedagogiska praktik

I artikeln utforskas hur universitetslärares pedagogiska praktik har påverkats av den digitala omställningen under pandemin. Vi diskuterar särskilt kunskapsområden som digitala medier, design av

References

SHOWING 1-10 OF 32 REFERENCES

Space as designs for and in learning: investigating the interplay between space, interaction and learning sequences in higher education

It is argued that space is an important part of designs for learning, where the building and the rooms are parts of the framing and the conditions for learning; furthermore, space is discussed as a resource in the meaning-making process, considering space as a significant part of design in learning.

Exploring teachers’ perceptions of videoconferencing practice through space, movement and the material and virtual environments

Abstract Space and the bodily use of the material environment are intimately connected to work practices. Using data from an ethnographic study of higher education teachers in a videoconferencing

Classrooms and the Design of Pedagogic Discourse: A Multimodal Approach

This paper offers a social semiotic analysis of the school classroom, in this case the subject English classroom, as a material instantiation of pedagogic discourse. The classroom is looked at as a

Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?

The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged, and a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design.

Learning in Liminal Spaces

The term ‘unconference’ is a generic term for a virtual debate between professionals, who are seen as equals regardless of status, culture and nationality. The unconference mode of informal learning

Blended Course Design: A Synthesis of Best Practices

Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publicly available guides,

Individual differences in students' use of optional learning resources

Those students who often accessed online lectures had lower attainment than those who often attended live lectures or the support centre, and ‘blended teaching environments’ may be a more accurate description for what have previously been called ’blended learning environments'.

Multimodal Discourse: The Modes and Media of Contemporary Communication

Multimodal Discourse outlines a new theory of communication for the age of interactive media. Gunther Kress and Theo Van Leeuwen provide students with a wide-ranging analysis of the various

Blended learning policy and implementation: Introduction to the special issue