Rethinking student engagement for ‘hyflex’ teaching and learning in post-compulsory settings: acknowledging flexibility and agency needed for unplanned events-Reference-Cited by-同舟云学术

Rethinking student engagement for ‘hyflex’ teaching and learning in post-compulsory settings: acknowledging flexibility and agency needed for unplanned events

Published:2024-05-31 Issue:4 Volume:43 Page:432-447
ISSN:0260-1370
Container-title:International Journal of Lifelong Education
language:en
Short-container-title:International Journal of Lifelong Education

Author:

Baker Sally¹^ORCID,Gunn Watkinson Maia²,Honeyman Fiona³,Mowll Jane⁴^ORCID,Tyulkina Svetlana⁵

Affiliation:

1. POLIS: Centre for Social Policy and Research, Australian National University, Canberra, Australia

2. School of Education, University of New South Wales, Randwick, Australia

3. Education Innovation, University of New South Wales, Randwick, Australia

4. School of Social Sciences, University of New South Wales, Randwick, Australia

5. School of Global & Public Law, University of New South Wales, Randwick, Australia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02601370.2024.2359595

Reference42 articles.

1. The Meanings of Student Engagement: Implications for Policies and Practices

2. Australian Bureau of Statistics. (2022). Hours worked fall with more people sick or on leave: Media release. https://www.abs.gov.au/media-centre/media-releases/hours-worked-fall-more-people-sick-or-leave

3. Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education

4. Self-efficacy: Toward a unifying theory of behavioral change.

5. Beatty, B. (2007, June). Transitioning to an online world: Using HyFlex courses to bridge the gap. C. Montgomerie & J. Seale (Eds.). In EdMedia: World conference on educational media and technology Association for the Advancement of Computing in Education (AACE), Chesapeake, VA. (pp. 2701–2706).

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