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ABSTRACT
This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Emily Howell
Emily Howell is a faculty member in literacy at Clemson University. Emily has taught English and writing at the secondary and collegiate level and currently teaches pre-service teachers and graduate students in education. Her research interests include multiliteracies, adolescent literacy, writing instruction, multilingual learners, and digital tools. Emily approaches research through partnerships, with teachers using methodologies such as design-based research. Her research has been published in journals such as Reading Research Quarterly, Journal of Literacy Research, The Reading Teacher, and Professional Development in Education.
Sandra Linder
Sandra Linder is Professor of Early Childhood Mathematics Education in the College of Education at Clemson University. She is also the Assistant Chair of the Department of Teaching and Learning. Her research centres on supporting and sustaining teacher quality and family engagement in early childhood mathematics. She has published extensively on early mathematics and has co-authored a preschool/prekindergarten STEAM-based curriculum for Primrose Schools and a K-5 mathematics curriculum (Math Out of the Box) funded by Dupont. Dr Linder is a co-editor of the STEAM and STEM columns in Teaching Young Children and Young Children and currently serves on the editorial board for Investigations in Mathematics Learning. She is also the lead editor on the Handbook of STEM Faculty Development (2023). Her most recent research is focused on investigating the role of the parent/caregiver in promoting mathematics understandings in young children through the use of take-home maths bags, an initiative called Project MathPack. Dr Linder teaches hyflex courses for doctoral students in Teaching and Learning and examines instructional practices through hyflex approaches.
Joseph Ryan
Joseph Ryan is a Distinguished Professor of Special Education at Clemson University. He is the founder and Executive Director of Clemson LIFE (Learning is for Everyone), a nationally recognised post-secondary education programme for young adults with intellectual disabilities. Dr Ryan has over 100 publications and serves as Editor of the journal Beyond Behavior. His research interests focus on behavioural interventions and enhancing post-school outcomes for individuals with disabilities. He has been interviewed by Anderson Cooper, CNN, Headline News, New York Times, USA Today, Wall Street Journal, and other leading periodicals and has given two U.S. Congressional Briefings.
William C. Bridges
William C. Bridges is an Alumni Distinguished Professor in the Department of Mathematical Sciences at Clemson University. His primary professional interests involve the statistical aspects of research projects. He has collaborated extensively with colleagues across the university on the design, analysis, and presentation of both survey and experimental data. He teaches both undergraduate- and graduate-level courses in statistical methods, statistical research design, and data analysis.