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État de publication: publié
Nom de la revue: The International Journal of Management Education
Volume: 19
Numéro: 1
Intervalle de pages: 1-12
URL: https://www.sciencedirect.com/science/article/abs/pii/S1472811721000033
Résumé: Blended courses are rising in business education, and new modalities have emerged to increase flexibility of students. HyFlex courses combine online asynchronous activities with “flexible-synchronous” activities where students choose to attend online synchronously, face-to-face, or online asynchronously through recordings, bringing them full flexibility of participation. Additionally, the flexible-synchronous activities preserve interaction opportunities between students and the instructor and support student learning. This study reports on the transformation of an operations course into a HyFlex modality to enhance student engagement through regular flexible-synchronous sessions as well as equivalent T&L activities across course sections. The study also brings a new perspective by highlighting effective strategies for engaging students in a HyFlex course. First, exploratory qualitative data suggested that the course organization with weekly flexible-synchronous activities, providing regular interaction opportunities and video-recorded, encouraged student engagement. Engagement strategies were also identified using both quantitative and qualitative data. The main strategies were open and trustful interactions for student behavioral engagement, links with practice and learning support for emotional engagement, and links with practice, learning support and instructor's facilitation role for cognitive engagement. The study suggests that HyFlex is a promising course modality for fostering student engagement at the graduate level, especially in large-group business courses.
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