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Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlexBog'liq диссер англSummary
In Chapter 4, I present the findings of the study that describe how participants experience and
understand HyFlex learning based on their specific points of view, as they experience the
phenomenon through the lens of their intersectionalities and lived experiences. I reiterated my
strategic approach to the study design and data analysis. As I progressed, I kept my decision making
aligned with the chosen strategies for researching the experiences of minoritized students in HyFlex
courses. I presented profile vignettes for each participant and provided a narrative using the
participants’ own words as much as possible to illustrate the experiences they described. I discussed
my approach to coding and data analysis and the feedback loops that informed my process as I
progressed. I presented an outline of my theme development as I transitioned from coding to theme
generation to forming clusters that developed into themes. The emergent themes of this process and
their subthemes providing a supporting foundation are demonstrated in Figure 5.
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Figure 5
Demonstration of Themes
The lived experiences of the participants in this study guided the narrative from which
three themes emerged through coding cycles and systematic selection of themes for analysis. The
three themes that emerged from the data analysis relating to how students experience and
understand HyFlex learning from their particular vantage points are: (a) the Indigenous
experience, (b) motherhood in HyFlex, and (c) disability in HyFlex. Tables 5 and 6 provide a
summary of the perceived benefits and challenges (or unmet needs) as expressed by these
participants during the interviews.
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