Flex Learning: A Meaningful Option for Post-Traditional Learners
Submission Type
20-minute Presentation
Abstract
This presentation describes implementation of a Flex learning delivery model to provide increased access to real-time learning to students with outside employment or family responsibilities. Building on Flex learning models developed previously, this Flex model combines live instruction either in the classroom or by video conferencing (at the learner’s choice) with asynchronous online instruction. The model provides choice and agency to the learner, is not burdensome for instructors, and can be implemented at a reasonable cost by institutions. Stakeholder feedback will be shared with participants to help them decide if a Flex model might benefit their learning community.
Start Date
7-20-2020 2:40 PM
End Date
7-20-2020 3:00 PM
Description
Alignment with Conference Themes This presentation describes a particular blended learning model that has been successfully implemented at scale. The Flex model is designed to provide a high-quality learning experience to post-traditional learners (often members of marginalized groups) that cannot access more traditionally delivered programs. How the Flex Model Works A three-semester-hour Flex class consists of a total of 24 hours of live instruction and 21 hours of asynchronous online instruction. The 24 hours of live instruction is in the form of eight weekly three-hour instructor-led sessions. The Flex aspect is that these eight weekly sessions may be experienced by the learner either in the traditional classroom or live via video conferencing. The learner need not designate in advance whether the learner will attend the live session in the classroom or online. The learner may switch attendance modes from session to session. All testing is done as part of the asynchronous online portion of the class. In the Flex class model, the technology employed, the instructor training, and the information provided to students are all designed to support the stance that the live online learners are not just watching the class but rather actively participating in it. Framework for the work Post-traditional students that cannot access a full-time college experience often find their only practical choice is an asynchronous online college experience. The Flex format provides a meaningful alternative. While many learners prefer the convenience of asynchronous online learning, other learners prefer live interaction with an instructor and other learners, in-person if possible. However, given the vicissitudes of a busy life, even those that prefer live in-person instruction will often enroll in asynchronous online classes to avoid having to miss a traditional class if a life event prevents it, such as travel or the need to be home to care for a loved one. The Flex model provides an option for learners that prefer classroom instruction but like the option of off-site attendance, and an option for distant learners that prefer live instruction. The Flex model developed at our instruction builds on the work of others. A reference list is provided below. Expected outcomes for session participants Session participants will receive information that will help them to consider whether a Flex delivery model is right for their students and institution. Outline of session activities and plan for interaction (1) Presentation of how the model works, the research base, and the benefits to stakeholders. Visual aids will be used to illustrate what the Flex experience is like for learners and instructors. (2) Q&A with participants. (3) Group discussion of other Flex models or ideas for enhancing the model presented. References Abdelmalak, M. M. M., & Parra, J. L. (2016). Expanding learning opportunities for graduate students with HyFlex course design. International Journal of Online Pedagogy and Course Design (IJOPCD), 6(4), 19-37. Beatty, B. (2013). Hybrid courses with flexible participation: The HyFlex course design. In Kyei-Blankson, L & Ntuli, E. (Eds.), Practical Applications and Experiences in K-20 Blended Learning Environments (pp. 153–176). Hershey: IGI Global. EDUCAUSE (2010, November). 7 things you should know about … the Hyflex course model. Retrieved from https://library.educause.edu/~/media/files/library/2010/11/eli7066-pdf.pdf McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. Retrieved from https://eric.ed.gov/?id=EJ982678 Penn State Lehigh Valley Flex Learning web site: http://sites.psu.edu/lvflex/
Flex Learning: A Meaningful Option for Post-Traditional Learners
This presentation describes implementation of a Flex learning delivery model to provide increased access to real-time learning to students with outside employment or family responsibilities. Building on Flex learning models developed previously, this Flex model combines live instruction either in the classroom or by video conferencing (at the learner’s choice) with asynchronous online instruction. The model provides choice and agency to the learner, is not burdensome for instructors, and can be implemented at a reasonable cost by institutions. Stakeholder feedback will be shared with participants to help them decide if a Flex model might benefit their learning community.