The changes experienced by Higher Education over the past two years as a direct result of the COVID-19 pandemic remain unprecedented. So much so that universities around the world are still attempting to measure its long-term impact, particularly in the areas of learning and teaching. Recently, and as we cautiously enter a post COVID-19 pandemic era, a considerable literature has grown up around the theme of successfully engaging students in various online formats such as Emergency Remote Teaching, blended and Hybrid Flexible (HyFlex). Although some research has been carried out on the student experience with HyFlex, a search of the literature revealed few studies which specifically focus on academic staff development in the HyFlex modality and even less at graduate level. Practical synchronous HyFlex engagement strategies aimed to foster equal emotional, cognitive and behavioural engagement at postgraduate level have also received scant attention in the research literature. The purpose of this presentation is twofold: 1. To review recent research pertaining to Hyflex engagement strategies used by academic staff in tertiary education courses, specifically at graduate level, and 2. To propose practical suggestions to help improve 1. emotional, cognitive, and behavioural engagement and 2. sense of belonging in graduate HyFlex courses.
David Santandreu Calonge, Mohamed Bin Zayed University of Artificial Intelligence, United Arab Emirates
Mariam Aman Shah, Lancaster University, United Kingdom
Melissa Connor, The University of Adelaide, Australia
Patrik Hultberg, Kalamazoo College, United States
Pablo Medina Aguerrebere, Canadian University Dubai, United Arab Emirates
About the Presenter(s)
Dr. David Santandreu Calonge is Head, Educational Program Development at Mohamed bin Zayed University of Artificial Intelligence (UAE). He has written in the areas of MOOCs, curriculum design, and disruptive technologies in education.
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