HyFlex teaching experience and reflections in K-12

Ozan Filiz 1 * , Mehmet Haldun Kaya 2, Tufan Adiguzel 3
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1 Sinop University, Sinop, TÜRKİYE
2 Izmir University of Economics, Izmir, TÜRKİYE
3 Ozyegin University, Istanbul, TÜRKİYE
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 14, Issue 1, Article No: e202402. https://doi.org/10.30935/ojcmt/13858
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ABSTRACT

This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in ‘HyFlex lesson plan development,’ participated. Data were collected through lesson plans, pre- and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well-trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students’ higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.

CITATION

Filiz, O., Kaya, M. H., & Adiguzel, T. (2024). HyFlex teaching experience and reflections in K-12. Online Journal of Communication and Media Technologies, 14(1), e202402. https://doi.org/10.30935/ojcmt/13858

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