Cargando…

Self-regulation, motivation, and outcomes in HyFlex classrooms

At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provide...

Descripción completa

Detalles Bibliográficos
Autor principal: Athens, Wendy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10187502/
https://www.ncbi.nlm.nih.gov/pubmed/37359484
http://dx.doi.org/10.1007/s11423-023-10243-y
_version_ 1785042748824354816
author Athens, Wendy
author_facet Athens, Wendy
author_sort Athens, Wendy
collection PubMed
description At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provided attendance flexibility due to the pandemic. This unique situation provided a research opportunity to explore the self-regulatory, motivational, and contextual factors that affected students’ attendance choices as well as their academic outcomes (pass/withdrawal) and perceptions of satisfaction. Results showed that 70% of students took advantage of the opportunity to flex and strongly valued the convenience, choice, and time savings. They were satisfied with connections to instructors. They were less satisfied with connections to peers, fluency between attendance modes, and technology performance. Generally, students performed well in the HyFlex courses with pass rates and withdrawal rates of 88% and 2%, respectively, for both Fall 2020 and Spring 2021 terms. The students who were most likely to flex were first year students who lived more than 15 miles from campus; first year students comprised a disproportionately large portion of those who failed. Self-regulatory and motivational factors were explored in relation to attendance decisions. Besides COVID-related issues and work/life balance, a sizable percentage (13%) of students explained their attendance decisions in terms of quality of their learning and in this way demonstrated self-regulation. Motivation was an issue for 17% of the students, typically expressed as not attending in the way they learned best or skipping class.
format Online
Article
Text
id pubmed-10187502
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher Springer US
record_format MEDLINE/PubMed
spelling pubmed-101875022023-05-17 Self-regulation, motivation, and outcomes in HyFlex classrooms Athens, Wendy Educ Technol Res Dev Development Article At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provided attendance flexibility due to the pandemic. This unique situation provided a research opportunity to explore the self-regulatory, motivational, and contextual factors that affected students’ attendance choices as well as their academic outcomes (pass/withdrawal) and perceptions of satisfaction. Results showed that 70% of students took advantage of the opportunity to flex and strongly valued the convenience, choice, and time savings. They were satisfied with connections to instructors. They were less satisfied with connections to peers, fluency between attendance modes, and technology performance. Generally, students performed well in the HyFlex courses with pass rates and withdrawal rates of 88% and 2%, respectively, for both Fall 2020 and Spring 2021 terms. The students who were most likely to flex were first year students who lived more than 15 miles from campus; first year students comprised a disproportionately large portion of those who failed. Self-regulatory and motivational factors were explored in relation to attendance decisions. Besides COVID-related issues and work/life balance, a sizable percentage (13%) of students explained their attendance decisions in terms of quality of their learning and in this way demonstrated self-regulation. Motivation was an issue for 17% of the students, typically expressed as not attending in the way they learned best or skipping class. Springer US 2023-05-16 /pmc/articles/PMC10187502/ /pubmed/37359484 http://dx.doi.org/10.1007/s11423-023-10243-y Text en © Association for Educational Communications and Technology 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Development Article
Athens, Wendy
Self-regulation, motivation, and outcomes in HyFlex classrooms
title Self-regulation, motivation, and outcomes in HyFlex classrooms
title_full Self-regulation, motivation, and outcomes in HyFlex classrooms
title_fullStr Self-regulation, motivation, and outcomes in HyFlex classrooms
title_full_unstemmed Self-regulation, motivation, and outcomes in HyFlex classrooms
title_short Self-regulation, motivation, and outcomes in HyFlex classrooms
title_sort self-regulation, motivation, and outcomes in hyflex classrooms
topic Development Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10187502/
https://www.ncbi.nlm.nih.gov/pubmed/37359484
http://dx.doi.org/10.1007/s11423-023-10243-y
work_keys_str_mv AT athenswendy selfregulationmotivationandoutcomesinhyflexclassrooms