Phil and Bill,

Sounds like an interesting challenge. I haven't heard of anyone doing a TBL exactly like this. I have heard some people wanting to change teams a few times during the class. Some folks from the University of South Alabama do an integrated Synchronous and Asynchronous TBL modality but not quite a HyFlex.

As a starting point, here's how I would approach a TBL HyFlex in a 15 week class:

Initial week: orientation / learner preparation

Divide the class into several blocks of a couple weeks each: students must elect online or F2F at the start of each block, same teams for that block, do a whole TBL cycle in each block, several blocks in a semester, can't change between F2F and Online in the middle of a block

Block 1 (~25% of material; 3 weeks total)

Week 1: Team formation/orientation and content delivery (lecture for F2F and video recording for online)

Week 2 F2F: In-person IRAT, TRAT and clarifications of basic content and theory

Week 2 Online: Monday 24 hour window to do IRAT, Tue-Wed 48 hour window to do TRAT, Thursday and Friday for clarifications

Week 3 F2F: In-person applications and discussion

Week 3 Online: Online applications with a few days to do them and a few days to discuss and e-gallery walk

Week 3 Both: Finish with peer evaluation

Maybe run 3-5 blocks per semester depending on your schedule and what other class items you have such as mid-term, final, guest speakers, etc.

Team formation: my gut reaction is that it might be easiest to just do a randomization at the start of each block; but if you had the time to do it you might be able to use the results of Block 1 (e.g. IRAT and peer eval score) to set teams for Block 2

Office hours: we have heard of some folks that do a weekly office hours in online asynchronous TBL classes and they usually see at least one person from each team attending due to fear of missing out

Modality options: think you could have three participation options a) in-person b) online asynchronous and c) online synchronous

Curious to hear what others think of this or other ideas?

Kind regards,

Brian

Brian O’Dwyer
Founder

InteDashboard: Empowering TBL with Technology
www.intedashboard.com
Book an InteDashboard demo here

Certified Practitioner, Team-Based Learning Collaborative

https://www.linkedin.com/in/brianodwyer

On Wed, Jun 3, 2020 at 9:52 AM Bill Goffe <[log in to unmask]> wrote:

Phil -

I've been reading a bit about HyFlex and asking around about it. The cases
I've seen for it have been (i) a small 25-person class with general
discussion and (ii) a large lecture class. I haven't seen much at all with
HyFlex with structured active learning classrooms like TBL or even Peer
Instruction. I asked about this yesterday on the POD listserv (POD is the
people who run teaching and learning centers) and while someone had a good
idea on how I might implement PI, no one seemed to have had experience
with it. One person pointed to Raes, Annelies, et al. "A systematic
literature review on synchronous hybrid learning: gaps identified."
Learning Environments Research (2019): 1-22.
https://link.springer.com/article/10.1007/s10984-019-09303-z as where
HyFlex stands at the moment. The phrase "active learning" does not appear
in it. At least there were several papers measuring learning outcomes.

I could see teams rotating in and out of the classroom, but it gets
tougher if a given student is missing. Also, it seems tough for a remote
team to have a discussion if you're not using some sort of synchronous
connection.

I wonder what might be possible with https://www.intedashboard.com/ ?

In some cases, it seems that institutions are adopting HyFlex and making
other decisions about the fall without much faculty input, which is a bit
frustrating. Along these lines, I saw this about UNC Chapel Hill today:
https://pulse.ncpolicywatch.org/2020/06/02/unc-chapel-hill-faculty-push-back-on-reopening-plans-may-vote-with-their-feet/ .

- Bill

> Hi all,
>
> At my institution, we are being required to offer our fall classes as HyFlex classes -- i.e. classes that include both a full ftf class and a fully online track with students allowed to move from one group to another. And the online portion cannot require synchronous participation via teleconferencing software.
>
> I have found great resources to support TBL in an online modality. We were in that modality after mid-March in the spring term. Things went pretty well, in part because I had a lot of social capital built up from our two months of ftf class preceding the online portion. But I am pretty confident that I could build a good online course -- synchronous or asynchronous.
>
> I find nothing on TBL in a HyFlex class.
>
> Any suggestions? For resources to help or ideas about how to approach doing TBL in a HyFlex class.
>
> Thank you,
>
> Phil Ruder
> Pacific University
> Oregon, USA
>
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Bill Goffe
Associate Teaching Professor
Department of Economics
Penn State University
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