Challenge Face to face Online HyFlex Group (M, I, D) Bi-directional feedback mechanisms
are needed
M, I, D
Lack of decolonizing perspectives (in
teaching)
I
Lack of culturally relevant pedagogy
M, I
Dominant personalities can coopt
social and collaborative spaces
M
Need more assessments and activities
that facilitate social interaction
between the two paths
M
Slow and/or unreliable, or no internet
M, I, D
Untrained (in teaching/designing
HyFlex) instructors
M, I, D
Untrained (in culturally relevant
teaching) instructors
M, I, D
Note. The right column indicates which group of participants reported the challenge or unmet
need. Key: Student moms = M, Indigenous students = I, Students with disabilities = D. A double
check mark ( ) means participants expressed that as a specific feature of their HyFlex
experience. A single check mark () means they acknowledged this is also a challenge or unmet
need in other modes. No check mark means that mode was not mentioned or acknowledged even
if the comment applies.
As I expected, participants named several perceived benefits and challenges or unmet
needs in their HyFlex experience. What was unexpected to me is in their responses to my
questions, participants often jumped back and forth between their experiences in HyFlex and
their experiences in education in general, even though I made sure to ask questions that were
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specific about their experience in HyFlex. This resulted in some overlapping with their online
and face-to-face experiences. Tables 5 and 6 serve to disambiguate those areas where participant
responses were about HyFlex or another mode in their educational experiences. Chapter 5
presents a more in-depth discussion of the findings.
