Date of Award

8-23-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Community of Inquiry;Group Cohesion;HyFlex;Setting the Climate;Social Presence;Teaching Presence

Supervisor

B Stewart

Abstract

This study investigates students' perceptions of group cohesion and collaboration within the Hybrid-Flexible (HyFlex) learning environment at the University of Windsor during the 2021/22 academic year, amid the ongoing COVID-19 pandemic. The HyFlex model, characterized by flexible participation options for students, was adapted to meet pandemic restrictions, allowing students to register for in-person or online participation. Using the Community of Inquiry (COI) framework, this research explores both social and teaching presence and their interplay in facilitating effective interactions between the students and between the students and the instructor. Data were collected through surveys and interviews with first and fourth-year business students, focusing on their experiences with peer and instructor interactions, and the perceived benefits and challenges of the altered HyFlex model. Findings reveal that while HyFlex learning offers flexibility and a degree of normalcy in student interactions during times of disruptions to learning, challenges such as maintaining engagement, ensuring a comparable experience for all students and cohesion in a split-modality classroom persist. The study provides insights into the effectiveness of HyFlex learning in promoting group cohesion and collaboration and offers recommendations for enhancing this learning model in future implementations.

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