Research questions Data sources Expected outcomes •
Mapping (have
students draw
themselves in a
HyFlex course)
•
I expected the mapping to provide
context and help triangulate spoken
accounts.
Subquestion 3: What are
the reasons why
minoritized students
enroll in HyFlex
courses?
•
Student
phenomenological
interviews
o Open-ended
questions
o Follow-up
questions
•
I expected a wide range of reasons with
some stating they had no choice or it
was the only mode available, and others
would indicate they have complex
life/work arrangements that are met
better through HyFlex.
Subquestion 4: When
given a choice, how
do minoritized
students prefer to
participate in HyFlex
learning, and why?
•
Student
phenomenological
interviews
o Open-ended
questions
o Follow-up
questions
•
I expected most participants would
prefer to attend in-person when the
circumstances allow but find the online
asynchronous path to be helpful with
their work and/or family obligations.
•
I also expect some students with certain
motor disabilities may prefer the online
path because it will allow them to
participate from home.
Participants This phenomenological study consisted of a purposive sample of 10 participants who
have completed at least one college-level HyFlex course. The intended pool of participants
included undergraduate and graduate college students in the United States. I recruited
participants through emails to networks via their respective gatekeepers and calls for
participation on national professional organization and networking sites, such as the California
Community College Professional Learning Network, EDUCAUSE, and LinkedIn. I asked
respondents to the calls for participation to complete a demographics survey (see Appendix A) to
determine eligibility for the study. I sought to learn about the experiences of students who are
55
minoritized by at least one of the following criteria: (a) race/ethnicity, (b) native/primary
language, (c) gender, and (d) disability. All participants were over the age of 18.
