Teaching Matters 2017 | Presentation Details | 28 NovemberNov 2017
HyFlex for Physical Science
Susan Turland, School of Physical Sciences
Making a Difference for Students
University Centre Foyer
Incorporating not only blended learning but also transferable modes of study (HyFlex model; Miller, Risser & Griffiths, 2013) for students undertaking a chemistry unit has not occurred at UTAS until the redevelopment of the introductory unit KRA161 Chemistry for Life Sciences.
To make a difference for students an off-campus offering of this unit was considered so more students could undertake this unit from a wider variety of courses, but it was decided that the HyFlex model would provide greater learning opportunities. Adopting some flipped classroom properties and building a more interactive online presence allowed the face-to-face on-campus (tutorial rooms and lecture theatre) and on-line sessions (web-conferencing) to be equivalent. This allowed students to choose how and when they attended these sessions. A variety of laboratory session times and modes were also organized. These included continuing with weekly sessions and adding a laboratory workshop at the end of semester. This allowed the number of study modes to increase from one (on-campus only) to eight variations, not including the ad-hoc changes during semester. This was achieved without changing the number of hours face-to-face for the instructor.
This did make a difference for students – opening study up to students from any location where at least one student undertook each mode of study, and some students that had a significant event occur that interrupted their study were able to catch-up and successfully complete the unit. This poster will explore in detail this innovative blended learning design for unit KRA161 Chemistry for Life Sciences, including the varied study modes.
Miller, J.B., Risser, M.D, Griffiths, R.P., Student choice, instructor flexibility: moving beyond the blended instructional model’, Issues and Trends in Educational Technology 1, 1, May 2013. Retrieved from https://journals.uair.arizona.edu/index.php/itet/article/view/16464 on 4/11/17.