Abstract
Due to the global coronavirus pandemic, it became increasingly necessary to rearrange the teaching process at all school levels. Higher education institutions all over the world have been facing the challenge since 2020, to find blended teaching formats and activities to provide higher education without compromising the quality of education, but at the same time mitigating health risks. This article deals with the HyFlex learning model. The aim of this paper is to identify problems that may arise when implementing HyFlex teaching and learning in higher education. Identifying problems also provides an opportunity to offer solutions to these problems and to introduce possible solutions more widely. In order to answer the research question an online survey was conducted in spring 2021 (n = 570). The survey consisted of both closed and open questions. The fact that Estonia was one of those countries, where periods of F2F classes during the first and second waves of the COVID-19 pandemic were possible, speaks in favor of conducting the research in Estonia. In conclusion, most of the students (75%) participating in the survey were rather positive, rating the learning experience to be good or even excellent. However, some problems were pointed out too: difficulties in concentrating, decrease of learning motivation/self-discipline, lack of depth in learning, and insufficient self-directed learning skills; followed by communication barriers and problems related to digital competencies and skills for both teachers and students. Based on the above, almost a quarter of the respondents found that the volume of learning increased.
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Nõuakas, K., Petjärv, B., Labanova, O., Retšnoi, V., Uukkivi, A. (2023). Challenges of Hybrid Flexible (HyFlex) Learning on the Example of a University of Applied Sciences. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_24
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