Hyflex Teaching and Learning: An Alternative Modality for Meaningful Engagement and Epistemological Access in South African Higher Education

Thamsanqa Abednigo Ndlovu & Peter Oluwaseun Merisi ORCID iD

Issue: Vol.3  No.6  June  2022  Article 1 pp. 199-211
DOI : https://doi.org/10.38159/ehass.2022361  |   Published online 10th June 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Views: 1,038
361 Downloads

DOWNLOAD PDF
Hyflex teaching and learning is relatively a new concept within the South African higher education context. This teaching and learning approach brings to the fore the possibility of combining the existing teaching platforms for maximizing not only physical access to knowledge, but epistemological access, the latter is also described in this paper as meaningful access. The argument in this paper is that access cannot be meaningful until there is room for student engagement in the teaching and learning process, otherwise, all efforts to ensuring access in educational institutions will remain a mere paper fantasy. This paper, therefore, brings to the fore the need for higher education in South Africa to maximize the possibilities being offered by the Hyflex teaching and learning, not only for student engagement but meeting the need and respecting the democratic choices of students in terms of the modalities that work for them the most. Hence, it is argued in this paper that Hyflex learning is not a mere fad, but a choice for effective engagement with an emphasis on the needs of students at the center of all the pedagogic and curriculum choices in higher education.

Keywords: Hyflex teaching and learning, epistemology access, student engagement, higher education, modalities, etc.

Adams Brittany. and Wilson Nance. S., “Building Community In Asynchronous Online Higher Education Courses Through Collaborative Annotation.” Journal Of Educational Technology Systems, 49(2), (2020):250-261.

Bagarukayo Emily and Kalema Billy, “Evaluation Of E-Learning Usage In South African Universities: A Critical Review” International Journal Of Education And Development Using Information And Communication Technology 11, (2), (2015): 168 – 183.

Bali S. and Liu, M.C., “Students’ Perceptions toward Online Learning and Face-To-Face Learning Courses.” In Journal of Physics: Conference Series, 1108(1), (2018): 012094.

Beatty Brian J., Teaching a Hybrid-Flexible Course. Hybrid-Flexible Course Design, Edtech Books. 2019. Hybrid-Flexible Course Design (Edtechbooks.Org)

Binnewies Sebastian and Wang Zhe, Challenges Of Student Equity And Engagement In A Hyflex Course. In Blended Learning Designs In STEM Higher Education, Singapore. Springer, 2019.

Bowden Jana Lay-Hwa, “Analogues of Engagement: Assessing Tertiary Student Engagement In Contemporary Face-To-Face And Blended Learning Contexts,” Higher Education Research & Development, (2021):1-16.

Boyd. Drick, “What Would Paulo Freire Think Of Blackboard: Critical Pedagogy In An Age Of Online Learning” International Journal Of Critical Pedagogy 7, (1), (2016):165-186.

Chimombo Joseph, “Issues In Basic Education In Developing Countries: An Exploration Of Policy Options For Improved Deliver” Journal Of International Cooperation In Education, 8(1), (2005):147.

Choi Jin O.O., Improving Active Learning Through Advanced Teaching Practices On An Online Course, Las Vegas Nev.; UNLV Office Of Faculty Affairs, 2022.

Detyna Michael, Sanchez-Pizani Rodrigo, Giampietro Vincent, Dommett Eleanor J. and Dyer Kyle, “Hybrid Flexible (Hyflex) Teaching and Learning: Climbing The Mountain Of Implementation Challenges For Synchronous Online And Face-To-Face Seminars During A Pandemic.” Learning Environments Research, (2022):1-15.

Dewan M., Murshed Mahbub and Lin Fuhua, “Engagement Detection In Online Learning: A Review.” Smart Learning Environments, 6(1), (2019): 1-20.

Dunn Thomas J. and Kennedy Mark, “Technology Enhanced Learning in Higher Education; Motivations, Engagement and Academic Achievement”. Computers & Education, 137, (2019): 104-113.

Groccia James E., “What Is Student Engagement?” New Directions for Teaching And Learning, 2018(154), (2018): 11-20.

Guo Siming, “Synchronous Versus Asynchronous Online Teaching of Physics During The COVID-19,” Pandemic. Physics Education, 55(6), (2020): 065007.

Hrastinski Stefan, “Asynchronous and Synchronous E-Learning,” Educause Quarterly, 31(4), (2008): 51-55.

Iniesto Francisco. and Hillaire Garron, “UDL and Its Implications in MOOC Accessibility Evaluation.” Open World Learning: Research, Innovation And The Challenges Of High-Quality Education, (2022): 208-224.

Jansen Jonathan D., Reflections on Meaningful Access to Education. South African Child Gauge 2008/2009. Cape Town: Children’s Institute, University Of Cape Town, 2008/2009.

Kayembe. Christian and Nel. Danielle, “Challenges and Opportunities For Education In The Fourth Industrial Revolution,” African Journal of Public Affairs 11, (3), (2019): 79 – 94.

Keiper Margaret C., White Amanda, Carlson Cameron D. and Lupinek Joshua M., “Student Perceptions on the Benefits of Flipgrid in a Hyflex Learning Environment.” Journal of Education for Business, 96(6), (2021): 343-351.

Kucuk Sevda, and Richardson Jennifer C., A Structural Equation Model of Predictors of Online Learners’ Engagement and Satisfaction. Online Learning, 23(2), (2019): 196-216.

Lei Hao, Cui Yunho. and Wenye Zhou., “Relationships between Student Engagement and Academic Achievement: A Meta-Analysis.” Social Behavior and Personality: An International Journal, 46(3), (2018): 517-528.

Liu Chin-Yen A. and Rodriguez Ruben C., “Evaluation of the Impact of the Hyflex Learning Model.” International Journal of Innovation And Learning, 25(4), (2019): 393-411.

Malczyk Benjamin R., “Introducing Social Work To Hyflex Blended Learning: A Student-Centered Approach” Journal of Teaching in Social Work, 39(4-5), (2019): 414-428.

Merisi Peter O. and Pillay Ansurie, Emergency Remote Teaching In Higher Education: How Academics Identify The Educational Possibilities. Alternation Book Series, Durban; CSSALL Publishers (Pty) Ltd, 2020.

Merisi Peter O. and Mgqwashu Emmanuel M., “Reconceptualizing Academic Literacy in Higher Education for Epistemological Access.” PONTE, 78 (1), (2022): 1-12.

Miller Ann N., Sellnow Deanna D. and Strawser Michael G., “Pandemic Pedagogy Challenges and Opportunities: Instruction Communication in Remote, Hyflex, and Blendflex Courses.” Communication Education, 70(2), (2021): 202-204.

Milman Natalie B., “Designing Asynchronous Online Discussions For Quality Interaction In Asynchronous Online Courses,” Distance Learning, 17(4), (2020): 59-61.

Morrow. Wally, Bounds Of Democracy: Epistemological Access In Higher Education. Cape Town: HSRC Press, 2009.

Motala Shireen, Dieltiens Veerle and Sayed Yusuf, “Physical Access to Schooling in South Africa: Mapping Dropout and Age-Grade Progression In Two Districts” Comparative Education, 45(2), (2009): 251–263.

Mtebe Joel S. and Raisamo R., “Challenges And Instructors’ Intention To Adopt And Use Open Educational Resources In Higher Education In Tanzania” The International Review Of Research In Open And Distributed Learning, 15 (2014): 249 – 271.

Ndlovu Abednigo Thamsanqa, Chukwuere J., and Gorejena K., An Examination of the Role Of Social Media On Self-Directed Learning: In Mamolahluwa A. Mokoena & Liqwa P. Siziba (Ed). Cultivating Reflective Practice Through Teaching And Learning Excellence, Potchefstroom South Africa; Ivyline Academic Publishers, 2020, 128-152.

Onofrei George and Ferry Paul, “Reusable Learning Objects: A Blended Learning Tool In Teaching Computer-Aided Design To Engineering Undergraduates.” International Journal of Educational Management (2020).

Raes Annelies, Detienne Loulou, Windey Ine and Depaepe Fien., “A Systematic Literature Review on Synchronous Hybrid Learning: Gaps Identified.” Learning Environments Research, 23(3), (2020): 269-290.

Rasheed Abubakar Rasheed,  Kamsin A.,  Abdullah N. A., “Challenges in the Online Component of Blended Learning: A Systematic Review” Computers & Education, 144, (2020): 103701.

Reimers Fernando, Schleicher Andreas, Saavedra Jaime, and Tuominen Saku., “Supporting the Continuation of Teaching and Learning during the COVID-19 Pandemic” OECD, 1(1), (2020); 1-38.

Rhoads David D., Traditional, Online or Both? A Comparative Study Of University Student Learning And Satisfaction Between Traditional And Hyflex Delivery Modalities (Doctoral Dissertation, Concordia University Irvine, 2020).

Saykili Abdullah, “Distance Education: Definitions, Generations and Key Concepts and Future Directions” International Journal of Contemporary Educational Research, 5(1), (2018): 2-17.

Siekanska Malgorzata and Agnieszka Wojtowicz, “Impulsive Athlete as a Self-Regulated Learner. Can Self-Confidence And A Positive Social Attitude Change A Developmental Inhibitor Into A Growth Catalyst?” Journal of Physical Education and Sport, 20(2), (2020): 623-629.

Sugino Chie, “Student Perceptions of a Synchronous Online Cooperative Learning Course in a Japanese Women’s University during the COVID-19 Pandemic.” Education Sciences, 11(5), (2021): 231.

Sun Jerry C.Y., and Hsieh Pei H., “Application Of A Gamified Interactive Response System To Enhance The Intrinsic And Extrinsic Motivation, Student Engagement, And Attention Of English Learners,” Journal of Educational Technology & Society, 21(3), (2018):104-116.

Thomson Richard, Fisher James and Steinert, Yvonne, “Twelve Tips for Small Group Teaching 2.0–Rebooted For Remote and Hyflex Learning.” Medical Teacher, (2022): 1-6.

Zhang Xi, Meng Yao, De Pablos Patricia O. and Sun Yangquan., “Learning Analytics in Collaborative Learning Supported By Slack: From the Perspective of Engagement” Computers in Human Behavior, 92, (2019):625-633.

Thamie Ndlovu is currently working at the North West University, South Africa as an Educational Technologist under the Centre for Teaching and Learning. He is a young dynamic leader and academic, self-motivated, incisive, and hardworking individual. Motivated and talented Educational Technologist, with excellent communication skills demonstrated by more than 8 years in Higher Education. With experience in instructional design, curriculum development, educational technologies, helpdesk coordination, providing training and workshops. He holds a Masters degree in Information Systems and Computer Sciences (North West University) and a Postgraduate Diploma in Higher Education (Rhodes University) and he is currently studying toward a PhD in Information Systems and Computer Sciences (North West University). His area of interest and research is Technology-Enhanced Teaching and Learning in higher education, Instructional design, Internet of Things and Cybersecurity. Adept at technology integration in teaching and learning, and integration in synchronous, asynchronous, blended/hybrid, online and Hyflex learning environments. Thamie has had an opportunity to present at different conferences locally and internationally. Moreover, I was selected to represent South Africa at the 4th BRICS Young Scientist Forum held in Brazil in 2019, with the themes focusing on Bioeconomy and Cybersecurity. Thamie has co-Authored two published book chapters.

Dr Peter Oluwaseun Merisi is currently an Academic Developer at the Centre for Teaching and Learning, North-West University (NWU), South Africa. He joined NWU as a Postgraduate Research Advising Specialist (a senior lecturer position) in 2021. Before joining the NWU, Dr Merisi had lectured and supervised undergraduate and postgraduate students at the University of KwaZulu-Natal (UKZN) and Durban University of Technology (DUT) between 2012 and 2021, and ever since, he has been a great asset in postgraduate supervision, teaching academic literacy, language education and policy, teacher education studies, pre-service teachers’ beliefs, and research teaching. He bagged his doctoral degree in English Education and was a postdoctoral research fellow for two years in the School of Education, University of KwaZulu-Natal. Dr Merisi has published several articles in reputable and accredited international and local journals. Dr Merisi is happily married to Gladys Merisi and the union is blessed with two kids.

Ndlovu T.A. & Merisi P.O., “Hyflex Teaching and Learning: An Alternative Modality for Meaningful Engagement and Epistemological Access in South African Higher Education.” E-Journal of Humanities, Arts and Social Sciences 3, no.6 (2022):199-212.  https://doi.org/10.38159/ehass.2022361

© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Articles in this Issue

About Journal