Professional Documents
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ISSN No:-2456-2165
Abstract:- This study offers significant results on the promote productive and innovative ways of transforming
survey of teachers’ readiness toward the implementation knowledge and skills in which students can explore beyond
of the hybrid flexible instruction (HyFlex mode of what is expected from them. It helps them to learn
teaching)) from the faculty members at one of the independently, boosts self-esteem to discover ideas, and
community colleges in Misamis Oriental. Proportionate unravels perplexities on complex concepts. This will also
stratified random sampling was utilized to collect data. help instructors to serve the students well.
There were 100 full-time faculty members chosen to be a
respondent and took part to answer the questionnaire. Hybrid-Flexible (HyFlex) Teaching and Learning
Based on the survey, teachers rated their readiness level Design:
to engage in the implementation of the HyFlex Mode of Originally, HyFlex teaching and learning was
Teaching, pedagogical strategies with the integration of developed by Dr. Brian Beatty (Beatty, 2014). He defines
technology, and teaching approach while adopting social HyFlex as a course that enables a flexible participation
media platforms or online tools. The study employed a policy for students. Students may choose to complete course
survey research design. In analyzing the data, learning activities online without physically attending class
descriptive statistics was used to examine the level of or face-to-face synchronous class sessions. The word Hyflex
teachers’ readiness for the implementation of the Hyflex is derived from “hybrid learning” with “flexible approach”.
modality. The findings showed that the faculty members Flexibility has something to do with the students having the
felt ready to use digital platforms as a teaching tool while opportunities to engage in course material and participate in
effectively engaging in HyFlex instructional modality. activities that work best for them. The methods of HyFlex
However, they affirmed being unpremeditated with the teaching differ from four modalities: blended learning, face-
complexities of applying various pedagogical strategies to-face, hybrid, and online, (Beatty, 2019). These modalities
via an online approach, which resulted in a ‘moderate are described: blended learning (both the instructor and the
ready’ level of readiness. Limited resources and training students are physically present in the same classroom while
led to low-quality instruction. Generally, the teachers’ integrating teaching strategies with technology); face-to-
readiness level results manifested as “low” based on the face (learning happens in the classroom when the instructor
adjectival rating scale. So, substantial resources and and the students interact in propria persona); hybrid (the
abetment are required for those unfamiliar with the lecturer and the students sometimes meet face-to-face and at
instructional modality before fully adopting the HyFlex certain times work and engage online, Raes, et al., (2020);
instructional modality. and online (this mode allows for the possibility of
synchronous or asynchronous teaching and learning without
Keywords: Hyflex Instructional Modality, Pedagogical the need for a shared physical area). Thus, the terms
Strategies, Survey Research, Teachers’ Readiness, "hybrid" and "flexible" are combined in " HyFlex teaching
Technology-Oriented. and learning," which offers students a more flexible learning
environment.
I. INTRODUCTION
The HyFlex learning model relates per se to the
Nowadays, hybrid flexible instruction has emerged as a essence of combining traditional face-to-face instruction
significant and new educational trend in many colleges and with additional distance learning techniques, and by
universities in global and local paradigm shifts. This combining independent knowledge and collaborative
approach may aid students and teachers in reducing the activities with the use of a variety of e-materials,
limitations of each learning environment to achieve the technology, and, or social media sites.
effectiveness of learning by adopting online and face-to-face
instruction. In order to pique students' attention and Additionally, instruction type (experience), delivery
motivate them to become more engaged and adept learners, method (medium), instructional location, and synchronicity,
instructors might make use of online learning tools and is the key to understanding the difference between hybrid or
substantial digital resources. Over recent decades, teaching blended delivery (Margulieux, et al., 2014). Abdelmalak,
instructions have eventually developed into advanced and Kharga, and Parra, (2016) stress that HyFlex has the concept
technological approaches. In fact, it is become essential to of blended learning, but provides a more flexible
Table 1 Schedule of Teacher’s Hyflex Mode of Teaching Based on the Cyclical Implementation Plan
CATEGORY FREQUENCY (N=100) PERCENTAGE (%)
Once a Week 14 14
Once a Month 7 7
Twice a Month 19 19
Not Adapted 60 60
Total 100 100
Using a checklist questionnaire, teachers were asked to mentioned that these resources could be primarily used in
state which resources or digital platforms they usually used both synchronous and asynchronous modes of delivery. In
to successfully implement HyFlex learning opportunities at technical support, the adjectival rating of “always” was the
their institution as shown in Table 3. Analysis of responses use of ‘laptop/personal computer’. This means that the
(n=100) to these questions revealed that an array of teachers are likely utilized this tool as a convenience to
resources was deemed necessary. It is gleaned from the data navigate digital platform features particularly when using
that most of the teachers frequently used these digital google meet and google classroom.
teaching platforms ‘Google forms/classroom/meet, and
Facebook page/Messenger’ has the highest mean rating of On the other hand, sending additional resources,
3.88 which is described as “always”. Some of them often activities, and announcements were used through ‘emails’ (x̄
Teachers were very insightful regarding resources and frequency. As the data revealed, ‘learner-centered
support, identifying many assets, materials, supplies, strategies, interactive lecture- demonstration, and teacher-
measures, and staff that could assist them as they considered led discussion’ were mostly used by the teachers, described
how to implement HyFlex instruction in their specific as “always” with the highest mean rating of 3.45, and its
contexts. Many of the resources and support mentioned standard deviation was .575 accordingly. This group of
would address some of the major issues that have previously strategies always aids in establishing the learning goals
prevented adequate implementation of the instruction: towards the students’ skills, particularly those competencies
nonverbal communication in class (Stewart et al., 2011), needed to attain actual presentation such as reporting, small
poor communication between students and teachers, and group discussion, product demonstration, etc. The paper of
inequalities that favor online learners over in-person Hammond et al., (2020) is an investigation of the nature and
learners or vice versa (Popov, 2009; Moore et al., the value of asynchronous online discussion within small
2017). Given the participants' limited knowledge of the groups of learners. The paper goes on to argue that there is a
hyflex modality, the resources and support listed would particular educational value in a communicative approach to
also serve to provide feedback and ensure the highest an online discussion that draws both on knowledge gained
quality of instruction. from practical experience and theoretical insight.
Table 4 shows the most common pedagogical Only one category to the “often” description was the
strategies used in the teaching and learning process. As ‘random calling’ strategy which showed a mean of 2.76,
presented in the table, the results of this group of items have and a standard deviation of .933, this strategy implies that
lesser attention on the utilization of various strategies which the teachers allow students to think through an answer based
were generally indicated as occasional in terms of on the given questions during the class. Of course, the
Table 4 Pedagogical Strategies Mostly Applied in the Teaching and Learning Process
TEACHING STRATEGIES MEAN SD DESCRIPTION
Simulation Activities (dyad, brainstorming,debate, role-play, etc.) 2.38 0.528 Sometimes
Learner-Centered Strategies (small group discussion, reporting, journal
Always
reflective writing, etc.) 3.41 0.753
Invention Activities (students make predictions or attempt to answer
Sometimes
questionsbefore learning about the answer) 2.42 0.794
Computer Simulations and or Games 1.66 0.934 Never
(Videos, Kahoot, Quizziz, Brainscape, etc.)
Random Calling (allow students to think through an answer based on the
given questionsduring the class) 2.76 0.933 Often
Peer Review Writing (students evaluate eachother’s writing using a 1.54 0.688 Never
provided rubric)
Problem-Based Learning (students work ingroups to solve complex,
realistic problems, researching, Case Studies, etc.) 1.38 0.488 Never
Interactive Lecture Demonstration 3.45 0.575 Always
Concept Mapping, Note-taking, Drawing 2.34 0.781 Sometimes
Teacher-Led Class Discussion 3.34 0.536 Often
GENERAL WEIGHTED MEAN 2.47 0.701 Sometimes
ADJECTIVAL DESCRIPTION (Tuan, 2017)
1.0 - 1.74 – Never, 1.75 - 2.49 – Sometimes, 2.50 - 3.34 – Often, 3.35 - 4.00 – Always
According to the responses obtained from the Teachers were asked to assess their readiness for
respondents, there were benefits mentioned by the teachers teaching using HyFlex learning experiences in terms of their
after implementing the aforementioned strategies in the teaching approach by reflecting on and evaluating ten
classroom. The study's findings highlight the variety of competency statements presented in the survey. The rating
pedagogical approaches that instructors consider when used to assess their level of preparedness was the following:
designing their HyFlex classrooms. Some faculty members “Very Ready,” “Ready,” “Moderately Ready” or “Not
considered traditional asynchronous methods of engaging Ready.” The results of the survey indicated that most of the
with students online, such as the use of a Learning faculty members felt they were “ready” to 1) ‘achieve
Management System (LMS), but others deemed innovative mastery of the teaching and learning in a synchronous
approaches that would allow for synchronous online environment by becoming familiar with all materials,
collaboration, communication, and active learning through tools, and organization of the course environment’, 2)
inquiry-based approaches, virtual surveys, and video provide detailed feedback on assignments and exams, in a
sessions. These approaches are similar to the existing synchronous online format, through facilitation, guidance,
literature (Roseth et al., 2013; Bell et al., 2014). Based on directed learning, and progress assessment, 3)
the pedagogical approaches shared, it can also be deduced communicate as needed with in-person and online, 4)
that faculty members considered strategies to engage Encourage a safe, inviting, and respectful environment
learners outside of a specific class session in an by promoting netiquette guidelines, 5) communicate
asynchronous format using discussion boards and course goals and outcomes, 6) use features in the learning
prerecorded videos. Some of these pedagogical approaches management system’.
were covered in the literature and implemented by faculty
members who had previously designed and used HyFlex Additionally, teachers felt “moderately ready” to
instruction, with the goal of: a) creating a balance of didactic ‘respond to in-person and online students’ inquiries via
approaches, and b) making learners in both settings feel email or phone within 12 – 24 hours to guide students
included (Wang et al., 2017). towards a positive learning outcome’, to ‘design learning
activities, to ‘use different teaching methods in an online
Table 5 Teacher’s Perception of their Readiness Towards Teaching Using Hyflex Instructional Modality
in Terms of Teaching Approach
TEACHING APPROACH MEAN SD DESCRIPTION
Achieve mastery of the teaching and learning in a synchronous online
environment by becoming familiar with all materials, tools, and organization of 3.13 0.800 Ready
the course environment
Respond to in-person and online students’ inquiries
via email or phone within 12 – 24 hours to guidestudents towards a positive 2.13 0.630 Moderately Ready
learning outcome.
Provide detailed feedback on assignments and exams, in a synchronous online
format, through facilitation, guidance, directed learning, and progress 2.75 0.833 Ready
assessment
Communicate as needed with in-person and online
students about course progress and changes viaemail, course announcements, etc. 2.64 0.772 Ready
Encourage a safe, inviting, and the mutually respectful synchronous online
environment by communicatingwith students in a positive tone and by promoting 3.04 0.243 Ready
Netiquette guidelines
Communicate course goals and outcomes using the
syllabus and course announcements at the beginningof the course for both in- 2.71 0.591 Ready
person and online students
Design learning activities that provide studentsopportunities for interaction 1.94 0.468 Moderately Ready
Use different teaching methods in an online environment and create online tests, 2.41 0.900 Moderately Ready
quizzes, etc.
Use features in learning management system in orderto manage time (e.g., online
grading, rubrics, school 2.36 0.811 Ready
calendar, etc.)
Create online course orientation, instructionalvideos/lecture videos for the 1.78 0.586 Moderately Ready
students
GENERAL WEIGHTED MEAN 2.49 0.664 Moderately Ready
1.0 - 1.74 –Not Ready, 1.75 - 2.49 – Moderately Ready, 2.50 - 3.34 – Ready, 3.35 - 4.00 –Very Ready
Table 6 manifested the overall participants did not large proportion of participants who felt moderately
respond "I am not ready" to any of the competency prepared to implement this HyFlex instructional modality
statements regarding their readiness towards the integration based on technology integration, they said that the training
of technology in teaching using HyFlex mode of delivery. they’ve received on Internet-based distance education is
As a result, participants received a mean score of 2.27 very limited.
for all competencies, indicating that they were not so
prepared to implement HyFlex learning with their students. The rest of the respondents perceived the integration of
technology as essential when dealing with the
Overall, teacher-respondents felt “moderately ready” communication process between students and teachers.
to address technology integration, based on the findings. For However, only four in the categories were rated as “ready”
those who felt moderately prepared to implement these to implement the full capacity of the orientation of
HyFlex competencies, the results show the exact opposite. A technology with regard to the teaching and learning process.
Table 6 Teacher’s Perception of their Readiness Towards Teaching Using HyflexInstructional Modality in
Terms of Technology-Oriented
TECHNOLOGY-ORIENTED MEAN SD DESCRIPTION
The teacher has access to various learning websites tonavigate additional 2.16 0.465 Moderately Ready
resources for the course
Consistency of internet connection is readily 1.9 0.798 Moderately Ready
available to conduct online classes
Competent in basic computer operations (e.g.,creating and editing documents) 2.52 0.785 Ready
Navigate within the course in the learning management system (e.g., Moodle, 2.54 0.610 Ready
Canvas, Google)
Share open educational resources (Web resources,games and simulations) 2.23 0.529 Moderately Ready
The findings of this study show that, despite many technology into the classroom is vital, and any shift to a
years of teaching experience, teachers are unfamiliar with digital curriculum should consider how ready instructors are
the HyFlex instructional format. Overall, teachers believe (Cuban, 2001). One of the key determining elements that
they are prepared to teach in a HyFlex form, but specific may influence teachers' usage of technology is their
competencies need to be adjusted and improved. preparation, and this has a substantial positive direct impact
Furthermore, instructors believed that HyFlex instruction on the integration of technology in education (Inan &
can incorporate a variety of pedagogical strategies. However, Lowther, 2009) cited in Al-Awidi, & Aldhafeeri, (2017).
significant support and resources are required before
designing and implementing a course for those who are The table below summarizes the mean score of
unfamiliar with this instructional format. teachers’ level of readiness for the implementation of the
hyflex mode of teaching. Generally, the result has an
Other researchers firmly support the idea of integrating average mean of 2.47, and a standard deviation of .642
technology in teaching and learning and that is a paramount which is clearly defined as ‘sometimes’ or ‘moderately
necessity to enhance students’ performance at par with ready’ in adjectival rating, and the level of readiness is
international standards. Technology in the classroom interpreted as LOW level based on the interpretation of the
necessitates a paradigm shift in teaching and learning. The mean score adapted from the study of Tuan (2017). Thus,
shift also has the greatest impact on teachers. The success of the results were deemed necessary to enhance the teachers’
this approach will depend on how teachers are well prepared level of readiness towards the implementation of the hyflex
to meet the new requirements for implementing the instructional modality to all dimensions of preparation as
curriculum. The role of teachers in the process of integrating specified in this study.
Table 7 Summary of the Mean Score of Teachers’ Level of Readiness for ImplementingHyflex Mode of Teaching
PEDAGOGICAL MEAN STANDARD ADJECTIVAL LEVEL OF
ENGAGEMENTS SCORE DEVIATION RATING READINESS
Digital Platforms/TeachingTools 2.72 .559 Often High
Teaching Strategies Applied 2.47 .701 Sometimes Low
Teaching Approach to HyflexMode of 2.49 .664 Moderately Ready Low
Instruction
Technology-Oriented on 2.27 .642 Moderately Ready Low
Hyflex Mode of Instruction
General Average ofWeighted Mean 2.47 .642 Sometimes/ Moderately LOW
Ready
1.0 - 1.74 – Very Low, 1.75 - 2.49 – Low, 2.50 - 3.34 – High, 3.35 - 4.00 – Very High
Kariyev et al., (2018) posited that the teacher's learning experiences that bring desired education
positive attitude towards the introduction of new outcomes”.
pedagogical technologies into his/her work, persuasion of
the necessity of using interactive methods for the Hence, if the integration of technology in school is
development of students’ creative abilities, an interest in appropriately demanded and continuous support is
improving the ability to use interactive teaching methods, adequately provided, then the teachers’ level of readiness for
and the teacher's awareness of the development of new the implementation of the HyFlex mode of teaching obtains
pedagogical technologies are the indicators of the high performance and a huge success for both teachers and
motivational component of the desired readiness. students.