One Size Does Not Fit All: Lessons from a Case Study during COVID-19

Authors

  • Junpyo Park University of Northern Colorado

Keywords:

Student Survey, Learning Experience, Flipped Classroom, HyFlex, Effective Instructional Modalities

Abstract

This research illustrates effective teaching approaches and modalities in higher education that were developed during the COVID-19 pandemic. Anonymous survey questionnaires, collected from 9 sections of college economics courses, reveal how students perceive their learning experiences. Survey responses from the students show that they enjoy different types of instructional strategies as well as the use of educational software like Flipped Classroom and HyFlex. Students also greatly appreciate a flexible and safe learning environment with clear organization, open communication, easy accessibility, and learning support. Finally, this paper discusses the students’ own opinions on future improvements for higher education as well as suggestions on education policy.

References

Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8

Allgood, S., Walstad, W. B., & Siegfried, J. J. (2015). Research on teaching economics to undergraduates. Journal of Economic Literature, 53(2), 285-325. https://doi.org/10.1257/jel.53.2.285

Bashir, A., Bashir, S., Rana, K., Lambert, P., & Vernallis, A. (2021). Post-COVID-19 adaptations; the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the higher education setting. Frontiers in Education, 6, 711619. https://doi.org/10.3389/feduc.2021.711619

Bedard, K., & Kuhn, P. (2008). Where class size really matters: Class size and student ratings of instructor effectiveness. Economics of Education Review, 27(3), 253-265. https://www.sciencedirehttps//doi.org/10.1016/j.econedurev.2006.08.007

Beteille, T., Ding, E., Molina, E., Pushparatnam, A., & Wilichowski, T. (2020). Three principles to support teacher effectiveness during COVID-19. The World Bank Group

Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8(1), 7-25. https://doi.org/10.1080/0729436890080102

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17. https://doi.org/10.1016/j.compedu.2015.03.006

Bozan, K., Gaskin, J., & Stoner, C. (2023). Student Engagement in the HyFlex and Online Classrooms: Lessons from the COVID-19 Pandemic. Technology, Knowledge and Learning, 1-28. https://doi.org/10.1007/s10758-023-09661-x

Eduljee, N. B., Murphy, L., Emigh-Guy, M., & Croteau, K. (2023). Student Perceptions about HyFlex/Hybrid Delivery of Courses during the COVID-19 Pandemic. College Teaching, 1-12. https://doi.org/10.1080/87567555.2023.2208815

George, M. L. (2020). Effective teaching and examination strategies for undergraduate learning during COVID-19 school restrictions. Journal of Educational Technology Systems, 49(1), 23-48. https://doi.org/10.1177/0047239520934017

Harter, C., Schaur, G., & Watts, M. (2015). School, department, and instructor determinants of teaching methods in undergraduate economics courses. Southern Economic Journal, 81(4), 1169-1188. https://doi.org/10.4284/0038-4038-2013.266

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29. https://doi.org/10.1177/0047239516661713

Kohnke, L., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to COVID-19: students’ perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), 231-244. https://doi.org/10.1080/02680513.2021.1906641

Lakhal, S., & Khechine, H. (2016). Student intention to use desktop web-conferencing according to course delivery modes in higher education. The International Journal of Management Education, 14(2), 146-160. https://doi.org/10.1016/j.ijme.2016.04.001

Meinck, S., Fraillon, J., & Strietholt, R. (2022). The Impact of the COVID-19 Pandemic on Education: International Evidence from the Responses to Educational Disruption Survey (REDS). International Association for the Evaluation of Educational Achievement.

Mentzer, N. J., Isabell, T. M., & Mohandas, L. (2023). The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course. Journal of Computing in Higher Education, 1-28. https://doi.org/10.1007/s12528-023-09369-y

Miller, J., Risser, M., & Griffiths, R. (2013). Student choice, instructor flexibility: Moving beyond the blended instructional model. Issues and trends in educational technology, 1(1), 8-24. https://doi.org/10.2458/azu_itet_v1i1_16464

Park, J. (2022). How to Teach Economics: Lessons from a College Student Survey during COVID-19. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1825-1836). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE).

Pyne, D. (2007). Does the choice of introductory microeconomics textbook matter? The Journal of Economic Education, 38(3), 279-296.

Reimers, F.M. (2022). Learning from a Pandemic. The Impact of COVID-19 on Education Around the World. In Reimers, F.M. (Ed.), Primary and Secondary Education During Covid-19 (pp. 1-38). Springer. https://doi.org/10.1007/978-3-030-81500-4_1

Schell, J., & Mazur, E. (2015). Flipping the chemistry classroom with peer instruction. In J. García-Martínez & E. Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends (pp. 319-344). https://doi.org/10.1002/9783527679300.ch13

Shek, D. T., Zhu, X., Li, X., & Dou, D. (2022). Satisfaction with HyFlex teaching and law-abiding leadership education in Hong Kong University students under COVID-19. Applied Research in Quality of Life, 17(5), 2833-2858. https://doi.org/10.1007/s11482-022-10040-4

Tharapos, M., Peszynski, K., Lau, K. H., Heffernan, M., Vesty, G., & Ghalebeigi, A. (2022). Effective teaching, student engagement and student satisfaction during the Covid‐19 pandemic: Evidence from business students’ qualitative survey evaluations. Accounting & Finance, 63(3), 3173-3192. https://doi.org/10.1111/acfi.13025

Verrecchia, P. J., & McGlinchey, M. J. (2021). Teaching during COVID: The effectiveness of the HyFlex classroom in a 300 Level Statistics class. Journal of Education and Training Studies, 9(3), 23-27.

Downloads

Published

2023-12-21

How to Cite

Park, J. (2023). One Size Does Not Fit All: Lessons from a Case Study during COVID-19. Journal of Educational Technology and Instruction, 3(1), 1–13. Retrieved from https://ijeti-edu.org/index.php/ijeti/article/view/67

Issue

Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction

Section

Articles

License

Copyright (c) 2023 Junpyo Park

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.