DOCTORAL RESEARCH IDEAS

Spring 2024

My current research focus is on the HyFlex learning spaces. HyFlex learning, short for "hybrid flexible," is an instructional approach that combines elements of face-to-face (F2F) and online learning, offering students the flexibility to choose their preferred mode of participation for each class session (Romero-Hall and Ripine, 2021). Beatty (2019) articulates that a HyFlex course design occurs as students have the option to attend classes in person, participate online, or engage with recorded lectures synchronously or asynchronously. The flexibility afforded by HyFlex learning spaces enables students to personalize their learning experience according to their individual preferences, schedules, and circumstances.

The HyFlex model typically involves the use of technology to facilitate seamless interaction between in-person and remote participants. Instructors may employ various digital tools and platforms, such as video conferencing software, learning management systems (LMS), and online collaboration tools, to deliver course content, facilitate discussions, and assess learning outcomes across different modalities (Beatty, 2019). A HyFlex approach allows educators to accommodate students who may face challenges attending classes in person due to factors such as geographic location, scheduling conflicts, or health concerns.

However, barriers are evident in the implementation of HyFlex learning spaces. Barriers to HyFlex learning spaces are particularly acute within undergraduate classrooms in the Caribbean region. Exploratory research on HyFlex learning in Trinidad and Tobago indicate that while some HyFlex learning have been observed, it has predominantly been at the graduate student level at one institution. It is to be noted that the institution also offers only one full-time undergraduate program without any HyFlex courses embedded within the curriculum. Therefore, a need arises to address these barriers and expand the reach of HyFlex learning to undergraduate education in the Caribbean region. As such, understanding various perspectives and integrating change into the decision- making process is crucial to ensure a comprehensive and student-centric approach to educational improvements within higher education institutions.

The purpose of this study is to identify barriers to implementing HyFlex learning spaces in undergraduate classrooms within the Caribbean. This study is needed as instructors continue to develop systemic reviews on the strategies for educational institutions to adapt, thrive, and continually enhance the quality of education in an ever-changing world. Thus, instructors in higher education institutions must thoroughly investigate the implications and outcomes of HyFlex learning models to discover these opportunities and foster continuous improvement in educational practices.

To explore the opportunities, the institution's leadership must consider several factors. Beatty (2019) suggests several steps before implementing a successful HyFlex course design: evaluating benefits and costs, confirming, or adjusting expected outcomes, designing learning activities, assessing learning outcomes, and reviewing expected returns. These steps are important as they affect the scholarly work of faculty but provide an opportunity for the institution to become student- centered.

An academic institution striving for a student-centric approach in implementing a HyFlex learning model should consider the patterns for making final decisions that affect their students’ learning. Consideration of adopting a leadership approach that emphasizes the dynamic interplay between leaders and followers as the core of the decision-making process is imperative as well. Thus, the following questions are used to guide this study:

What role does leadership play in guiding educational institutions through the transition to HyFlex learning?
What are the barriers within Caribbean higher-ed institutions that hinder the successful implementation of a HyFlex learning model?

References

Beatty, B. J. (2019). Hybrid-flexible course design. https://doi.org/10.59668/33

Romero-Hall, E., & Ripine, C. (2021). Hybrid flexible instruction: Exploring faculty preparedness. Online Learning, 25(3), 289-312. https://doi.org/10.24059/olj.v25i3.2426

I am exploring two research ideas, and I intend to fully develop at least one of them to frame my dissertation.

They are:

To evaluate the benefits and barriers of technology integration for higher-ed students in the Caribbean
To evaluate how can hybrid learning contribute to systems change in education.

Whilst I'm passionate about doing research in the Caribbean region I'm exploring conducting research within the US as well. In my home country of Trinidad and Tobago I would like to influence in some way the policies that impact the education of our nation's children. The research questions that I have developed thus far are:

Do students that are taught in a hybrid format perform better academically than students taught only in an online or face-to-face (F2F) learning environment?
What are the barriers (external and internal) that hinder teachers from integrating technology into their classrooms?
How can hybrid learning systems be designed and implemented to facilitate systems change in education?

At this stage of my academic pursuit these are just draft questions, however it is my goal that as I progress through the PhD program that they would be re-defined.

Research Background

Hybrid learning has been defined as learning in which the F2F classroom experience is combined with or replaced by an online experience that includes synchronous and asynchronous interactions with peers and instructors, as well as lessons and assessments that can be completed digitally or in person (O’Byrne & Pytash, 2015). The ability to transfer content that has typically been taught face-to-face (F2F) in an online setting requires careful planning and an understanding of the learners. The content or delivery used in F2F modes cannot always be translated for an online environment. Therefore, it is imperative that in this learning environment educators avoid a “one size fits all” approach. The approach to teaching with technology relies heavily on the types of technology in use at the time and the curriculum content being taught. However, traditional F2F learning, in which both the instructor and the students met physically in a brick-and-mortar school has been altered significantly because of technological advancements.

Ertmer (1999) highlighted the fact that whilst there are teachers that want to integrate technology into their classrooms there are barriers that prevent them from doing such. As such, how do we breakthrough these barriers and implement systems that would benefit both the teachers and students. Although having the requisite technology in place is integral, having the right mindset and systems in place paramount. Teachers across the nation are still struggling with the practical and conceptual issues brought on by the integration process.

Systems change in education refers to a deliberate and intentional effort to transform the structures, policies, and practices of an education system (Reigeluth & Garfinkle,1994). This can involve changes at various levels, such as the classroom, school, district, state, or even national level.

The goal of systems change in education is to create more equitable, inclusive, and effective educational environments that meet the needs of all students. This may involve reimagining traditional approaches to teaching and learning, as well as addressing systemic issues such as funding, resource allocation, and teacher training.

Some examples of systems change in education include:

Implementing new curriculum standards that prioritize critical thinking, problem solving, and collaboration
Creating more flexible and personalized learning pathways for students
Providing professional development opportunities for teachers that focus on culturally responsive teaching practices
Reducing or eliminating inequities in school funding and resources
Creating partnerships between schools and community organizations to support students' social-emotional well-being.

Overall, systems change in education involves a comprehensive approach to transforming the education system to better meet the needs of all students and ensure that they are prepared for success in the 21st century.

References

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.

O'Byrne, W. I., & Pytash, K. E. (2015). Hybrid and blended learning: Modifying pedagogy across path, pace, time, and place. Journal of Adolescent & Adult Literacy, 59(2), 137-140.

Reigeluth, C. M., & Garfinkle, R. J. (1994). Systemic change in education. Educational Technology.