Exploring Students' Perceptions and Engagement in Hybrid Flexible Courses
Author:
Affiliation:
1. North Carolina State University, Raleigh, NC, USA
2. Friday Institute for Educational Innovation, Raleigh, NC, USA
Publisher
ACM
Link
https://dl.acm.org/doi/pdf/10.1145/3573051.3593383
Reference34 articles.
1. M. M. Abdelmalak and J. L. Parra. 2021. Case study of HyFlex course design: Benefits and challenges for graduate students. In Innovative applications of online pedagogy and course design 18 (2021) 298--317. M. M. Abdelmalak and J. L. Parra. 2021. Case study of HyFlex course design: Benefits and challenges for graduate students. In Innovative applications of online pedagogy and course design 18 (2021) 298--317.
2. B. J. Beatty . 2007. Hybrid classes with flexible participation options--If you build it, how will they come . Association for educational communications and technology annual convention, Anaheim, CA 15 (2007). B. J. Beatty. 2007. Hybrid classes with flexible participation options--If you build it, how will they come. Association for educational communications and technology annual convention, Anaheim, CA 15 (2007).
3. B. J. Beatty . 2019. Hybrid-Flexible Course Designs . EdTech Books . https://edtechbooks.org/hyflex(visited 2023 -01--25). B. J. Beatty. 2019. Hybrid-Flexible Course Designs. EdTech Books. https://edtechbooks.org/hyflex(visited 2023-01--25).
4. S. Binnewies and Z. Wang. 2019. Challenges of student equity and engagement in a HyFlex Course. In Blended learning designs in STEM higher education 63 1 (2019) 209--230. S. Binnewies and Z. Wang. 2019. Challenges of student equity and engagement in a HyFlex Course. In Blended learning designs in STEM higher education 63 1 (2019) 209--230.
5. Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis;Costello A. B.;Practical Assessment, Research & Evaluation,2005
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