HyFlex teaching experience and reflections in K-12

Ozan Filiz 1 * , Mehmet Haldun Kaya 2, Tufan Adiguzel 3
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1 Sinop University, Sinop, TÜRKİYE
2 Izmir University of Economics, Izmir, TÜRKİYE
3 Ozyegin University, Istanbul, TÜRKİYE
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 14, Issue 1, Article No: e202402. https://doi.org/10.30935/ojcmt/13858
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ABSTRACT

This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in ‘HyFlex lesson plan development,’ participated. Data were collected through lesson plans, pre- and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well-trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students’ higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.
Keywords: HyFlex teaching, case study, K-12, education, professional development

CITATION

Filiz, O., Kaya, M. H., & Adiguzel, T. (2024). HyFlex teaching experience and reflections in K-12. Online Journal of Communication and Media Technologies, 14(1), e202402. https://doi.org/10.30935/ojcmt/13858

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