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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...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Springer US
2023
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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 |
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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 |