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Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlexBog'liq диссер англHyFlex Learning Model Explained
Beatty (2006) presented the first peer-reviewed paper on HyFlex at the Association for
Educational Communications and Technology’s (AECT) international conference. The name of
the model is a portmanteau of two words: hybrid and flexible. Beatty’s proposition then was to
create hybrid-flexible (HyFlex) learning environments to provide students with high-quality
learning experiences online and in-person with flexibility to choose mode of attendance.
Flexibility is essential to HyFlex learning, from how instructors present content to how students
participate in the activities, students have a choice about how they participate and can chose one
path or the other, or a combination of both online and in-person paths. Because of the flexibility
afforded to them, students can adjust and follow the learning path that best serves their needs.
Reigeluth (2011, 2012) proposed a new learner-centric paradigm calling for new roles for
teachers, students, and technology to place the student at the center of the learning ecosystem.
The spirit of HyFlex learning is student centric. HyFlex learning environments reflect student-
centric values but feature some degree of teacher centeredness; after all, teachers are still
essential in education and their role, although less prominent, cannot be ignored. The instructor
takes a supporting role to assist students accomplishing their learning goals. Beatty (2006)
advised HyFlex course designs should offer students the ability to participate and engage with
the content and activities both online and in person. This means instructors and course designers
must consider it may be necessary to create different but equivalent sets of activities and
assessments to optimize the learning process in each type of participation.
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