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Hybrid, Online, Hyflex: Making Sense of Modalities to Expand Your Inclusive Teaching Practices
Keywords
Modality, Flexible learning, HyFlex, Online
Session Abstract
Providing an inclusive and flexible experience for learners has long been a goal for adult educators. COVID-19 has increased the need to re-design our curriculum models to leverage digital technologies. This session will discuss our exploration of different teaching modalities and describe our processes for developing flexible and accessible courses.
Session Description
The social distancing required by COVID-19 forced our university to reevaluate our course modalities and our philosophies regarding how we develop learning experiences. The rapid online teaching and learning transition (ROTL) during COVID-19 also included a shift to student-centered instruction on our campuses (Kilpatrick, n.d.). Beatty (2007) developed the HyFlex course delivery model to address the challenges of limited institutional support, little faculty expertise in online teaching, and the institution's residential focus. This context where HyFlex began is like our institution and many others during COVID-19. There have been significant changes at our institution where we have increased support and a new emphasis on innovation for teaching and learning modalities.
We had many discussions about course modalities, student engagement, and empathy in our interactions during these difficult times. These discussions led to a course re-development plan focused on evaluating the HyFlex approach (Beatty, 2019), Universal Design for Learning guidelines, and other multi-access learning models for two courses delivered by different faculty members. We will discuss how we leveraged the HyFlex approach and Multi-access models while bringing in Universal Design for Learning guidelines to re-envision our course modalities.