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I& #39;m not exactly a proponent of hyflex, but I& #39;d like to briefly and gently push back on the notion that it& #39;s "twice the amount of work" for faculty. More work? Yes. Twice as much? Only if you are a pure-lecture person. (1/)
Let& #39;s say your hyflex course has f2f and asynchronous modes (no online synchronous). Then there& #39;s three phases of student work to consider: First contact with new ideas, active work to assimilate new ideas, & extended work to stretch knowledge. (2/)
First contact with new ideas can be the exact same thing for all students if you use a flipped learning approach -- could be video lectures if you like, or a demo or exploratory activity, etc. Both online and f2f experience the same thing, so no extra work. (3/)
Skip ahead to the extended work -- this can also be the same for both modalities: Projects, problem sets, etc. These are done after class so it& #39;s the same work for everyone, no extra work for faculty. (4/)
Now for the middle: F2F students would be working actively on the "middle third" of Bloom& #39;s Taxonomy in class, like I outlined here: https://rtalbert.org/re-thinking-blooms-taxonomy-for-flipped-learning-design/">https://rtalbert.org/re-thinki... Asynchronous students could also work actively, on the same activities with extras added on. (5/)
It& #39;s not the same for the two modalities in that case, but it& #39;s also not completely different -- more like a "fork" of a single set of active tasks that students do, with considerable overlap. This is more work for faculty but not much more. (6/)
And, it seems like the extra work isn& #39;t wasted time -- it gives flexibility for students, and with the possibility of having to go remote 100% again in the fall it& #39;s a good thing to have ready. (7/)
I think for people using flipped learning and/or active learning, hyflex is maybe 1.2x the amount of work. For people using pure lecture, though, it& #39;s probably 2x. IOW hyflex penalizes passive pedagogies, which makes me kind of like it. (end)
