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UNDERSTANDING THE NEEDS OF ADULT GRADUATE STUDENTS:

AN EXPLORATORY CASE STUDY OF A HYFLEX LEARNING
ENVIRONMENT

A thesis presented
by

Michael Koskinen

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to
The Graduate School of Education
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In partial fulfillment of the requirements for the degree of

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Doctor of Education

in the field of

Education

College of Professional Studies

Northeastern University
Boston, Massachusetts
November 2018




ProQuest Number: 13419414




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Abstract

Face-to-face, hybrid, blended, and online learning have all provided adult students flexibility in

how they participate. However, these courses are constructed in a manner where the instructor

dictates the mode of instruction. Student choice and flexibility are important for adult students.

The purpose of this qualitative case study was to understand the experiences of adult learners in a

HyFlex (flexible) learning environment. HyFlex learning provides students with choice on how

they attend class through face-to-face, synchronous, and asynchronous technology. The

theoretical framework for this study was andragogy, adult learning theory. Eight students taking

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three HyFlex graduate courses were interviewed for this study. The research questions from this
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study are (1) How do adult graduate students participating in a HyFlex course describe the

benefits and drawbacks of a HyFlex model? (2) How do adult students engage in a HyFlex
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learning course? (3) How do adult graduate students self-direct and involve themselves in their

learning in a HyFlex course environment? (4) How does the course design help or hinder adult

graduate students in a HyFlex course? The research from this study found that participants
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found the flexibility of the format to be the main benefit of HyFlex. They also preferred HyFlex

courses in comparison to online or hybrid course formats. The main drawback of HyFlex was

difficulty in communicating with students that were not physically present. Most students

preferred coming to class. This preference is informed by their negative experiences when taking

an online course. Recommendations for practice include the suggestion that institutions should

offer flexible learning opportunities that also offer face-to-face interactions. HyFlex courses

should also be developed entirely as an online course and with classroom community in mind.

Keywords: HyFlex, online, adult learning, flexible learning, andragogy

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Acknowledgements

This thesis is my own personal fulfillment from a long and very bumpy road. I could not

have done this without the support of many important people.

My parents Virginia & Steven. My sister Nicole. My best friend Kim and her husband

Tim. Patrick, Chris, and the rest of my great friends. A very special thank you to my best friend

Ferraro for frequently “jobbing.” You know who is important to you because those are the

people that stick with you even in times that are tough. Thank you for sticking with me.

Thank you to professional colleagues who each helped me get to this point. Manish

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Wadhwa for one of my first jobs and my first college teaching opportunity. Dr. Joanne Seelaus a
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superb teacher and an early mentor. Sheila O’Rourke for being one of my biggest cheerleaders.

Roselle Schmitz and Laura Gregoire who would encourage me and were there for me at every
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point (and would make sure I looked nice). Jenna Corraro for her strange baking. Nikki Bosca

who helped to edit my thesis and is an incredible co-worker (despite always disagreeing with

me). David Ullman who took great interest in my success. A very special thanks to Blake
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Haggerty who is not only an incredible leader, but who has been incredibly supportive in every

step in my career interests.

To my dissertation committee I give thanks. Dr. Carol Young who pushed me to

complete this and was the best advisor I could ask for. Dr. Billye Rhodes who was my first

instructor in the program and my second reader. Dr. John Carpinelli my outside reader who is not

only an outstanding colleague, but also one of the most supportive. You all were so helpful, and I

could not be happier to share this with all of you.

If there is one thing I learned in this entire process is that the most important trait one can

have is perseverance. Never ever give up.

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Table of Contents
Abstract...................................................................................................................................... 2
Acknowledgements .................................................................................................................... 3
Chapter 1: Introduction............................................................................................................... 7
Statement of the Problem ....................................................................................................... 7
Justification for the Research Problem ................................................................................... 8
Deficiencies in the Evidence ..................................................................................................10
Significance of Research Problem .........................................................................................11
Postionality Statement ...........................................................................................................13
Research Questions ..............................................................................................................17
Theoretical Framework ..........................................................................................................17

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Conclusion ............................................................................................................................20
Chapter 2: Literature Review.....................................................................................................22
Introduction ...........................................................................................................................22
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Globalization..........................................................................................................................23
Global education definition .................................................................................................24
Technology. .......................................................................................................................25
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Information Literacy. ..........................................................................................................27
Collaboration. .....................................................................................................................28
Adult Students .......................................................................................................................30
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Online Learning .....................................................................................................................31

Emotions in online learning ................................................................................................33
Blended learning. ...............................................................................................................36
HyFlex learning. .................................................................................................................36
Summary ...............................................................................................................................38
Conclusion ............................................................................................................................38
Chapter 3: Research Design .....................................................................................................40
Research Design ...................................................................................................................40
Philosophical Underpinnings .................................................................................................40
Research Procedures ............................................................................................................42
Participants. .......................................................................................................................42
Recruitment and Access ....................................................................................................44
Data Collection...................................................................................................................44
Data Storage......................................................................................................................45
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Analytic Methods................................................................................................................46
Presentation of Findings ....................................................................................................47
Research Plan. ..................................................................................................................47
Trustworthiness..................................................................................................................48
Conclusion ............................................................................................................................50
Chapter 4: Results ....................................................................................................................51
Introduction ...........................................................................................................................51
Emergent themes ..................................................................................................................54
Research Findings.................................................................................................................56
Flexibility ............................................................................................................................56
Preferences of HyFlex in comparison to Hybrid or Online classes .....................................58

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Technology issues .............................................................................................................59
Issues with communicating with distance students.............................................................60
Perspectives on online learning .........................................................................................64
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Personal responsibilities ....................................................................................................65
Student engagement with building community ...................................................................68
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Self-Motivation to learn ......................................................................................................69
Instructor engagement .......................................................................................................70
Lecture recordings .............................................................................................................71
Summary of Research Findings.............................................................................................73
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Conclusion ............................................................................................................................75
Chapter 5: Discussion of Research Findings.............................................................................77
Introduction ...........................................................................................................................77
Overview and Discussion of Findings ....................................................................................79
Students Appreciate HyFlex but most prefer coming to class. ............................................79
Students had negative experiences with online classes that affected their attendance. .....80
Flexibility is the biggest benefit of HyFlex. ..........................................................................82
Students prefer HyFlex to other course modalities. ............................................................82
Issues with technology. ......................................................................................................83
Students and Classroom Community. ................................................................................83
Instructor training is important for teachers to understand HyFlex ......................................84
Discussion of Findings in Relationship to Theoretical Framework..........................................86
Recommendations for Practice ..............................................................................................88
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Find New Ways to Engage With Adult Learners .................................................................88

Higher education should offer more opportunities for face-to-face interactions ..................89
Provide more opportunities for students to control their learning. .......................................89
Design courses with HyFlex in mind...................................................................................90
HyFlex courses must be designed as an online course. .....................................................91
Hyflex courses must be designed with classroom community in mind. ...............................91
Institutions should ensure proper support for HyFlex .........................................................93
Further Research ..................................................................................................................93
Limitations of Study ...............................................................................................................94
Conclusion ............................................................................................................................94
References ............................................................................................................................96

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APPENDIX A: Consent Form to Interview ...............................................................................107
APPENDIX B: Survey Questions.............................................................................................110
APPENDIX C: Interview Protocol ............................................................................................111
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Chapter 1: Introduction
Statement of the Problem

Years ago a conversation with a few classmates in a graduate online program revealed

some interesting anecdotes about adult students. These classmates were part of a group project,

but as an aside, the conversation was about their daily lives. One student had a large family and a

number of children. Another student worked at a demanding job while also balancing a number

of personal family responsibilities. Both students expressed that the online program was

convenient and allowed them to earn their degree without having to attend class. However, in

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this same conversation there was a discussion about how they also did miss the physical

classroom. Students felt that online courses afforded them the flexibility they needed to pursue
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graduate studies, but students were missing some of the community and face-to-face interactions

that a traditional course provides. This conversation was the impetus to consider the following
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question. Why can’t online classes also provide the benefits of a face-to-face class for adult

graduate students?
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Online learning courses are meant to provide flexible learning opportunities for adult

college students. However, the single instructional models of face-to-face, online, or hybrid

classes do not fully address their needs. Adult students have more responsibilities (as opposed to

students pursuing a degree straight from high school) that prevent them from attending a

traditional course (Cercone, 2008). They face multiple roles both professionally and personally.

Adult students face tremendous responsibilities such as childcare, work commuting to work, and

balancing the day-to-day obligations required in their lives. These responsibilities make it

difficult for an adult student to fully be present to become fully involved in a graduate program
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to advance their skills and career. For the purpose of this research, an adult student is defined as

any student over the age of 24 that has returned to school (Bay, 1999).

Topic

Higher education has allowed for different modes of instruction for students. Face-to-

face, hybrid, blended, and online learning have all provided students flexibility in how they

consume course content. However it does not provide student choice. These courses are

constructed in a manner where the instructor dictates how the student is to learn. A different

model, HyFlex learning, provides choice to students in the time, place, and space in how they

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consume learning materials. HyFlex learning allows a student to attend class in person, watch
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synchronously via video conferencing, or complete course materials online asynchronously. To

date research on HyFlex learning has been limited and more information on this mode of
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instruction from the perspective of the student experience is needed.

Justification for the Research Problem

Alternative forms of instruction such as hybrid and blended learning attempt to merge the
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face-to-face and online class experience. While these modes are more flexible, the course is still

based on a structured environment. There is a belief that flexible methods of learning may

improve student success (Guest, 2005). Kyei-Blankson, Godwyll, and Nur-Awaleh (2014)

believe that offering flexible modalities match the needs, learning styles, and personal

circumstances of students. Students today should be able to take a course and choose whether

they are consuming the material online or face-to-face. This type of flexible learning provides

control to adult students in their learning, which is an important tenant of adult learning theory

(Knowles 1984; Herbold, 2012).

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A modified version of a hybrid platform called HyFlex learning, developed by Dr. Brian

Beatty (2010), is a modern adaptation of blended learning. HyFlex courses provide students the

ability to choose their own learning platform, whether it is through face-to-face, online, or

blended contact with an instructor. HyFlex courses can be an attractive option for adult graduate

students (Abdelmalak & Parra, 2016). HyFlex courses are geared toward improving adult

students’ educational opportunities by providing access, convenience, and flexibility (Beatty,

2007; Abdelmalak & Parra, 2016; Miller, Risser, & Griffiths, 2013).

The University of Ohio published a study on their experiences with HyFlex learning.

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They found that HyFlex was a strong option for instruction (Miller, Risser, & Griffiths, 2013),
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but also found the technology to be piecemeal and that continued research was necessary to

further the model (2013). Overall, there is little research on this topic.
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This problem is significant because education needs to adapt to flexible learning

environments for students. Adult students are independent and prefer self-direction in their

learning (Knowles, 1984). Knowles identifies adult students as coming from many different
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backgrounds, motivations, experiences, and learning styles (1984). Online learning has typically

been seen as an asynchronous modality, but in some cases, an online forum doesn’t allow

students to be involved in their learning, which contradicts best practice of self-directed learning.

While many courses today do offer synchronous components, online courses have typically been

a passive event for students. This creates instructional barriers that are unnecessary.

If educational organizations are unable to provide a culture of technology leadership, they

are at risk of becoming irrelevant and not meeting the needs of today’s students. Some suggest

that leaders should take calculated risks with technology; higher education is slow to react

(Persichitte, 2013). In general, technologies are used as vehicles to enable changes that are
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already intended (Marshall, 2011) in higher education. Colleges show very little evidence of

disrupting existing educational models (Marshall, 2011). Therefore, it is imperative that

educational systems develop models of instruction that are relevant to today’s audience.

Deficiencies in the Evidence

There is evidence that online learning is not well suited for adult students. Some studies

(Frankola, 2001 & Diaz, 2002) find that online courses’ dropout rates are 20% higher than

traditional courses. Lee and Choi (2013) assert that students who are involved in their learning

are more likely to be successful in an online environment. Willging and Johnson (2004)

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conducted a study on reasons why students drop from an online program. Some reasons cited
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were that students felt the lack of one-on-one interactions, the learning environment was de-

personalized, and it was hard to both work full-time and take an online course.
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Higher education should rethink how learning is deployed using technology. Today

universities provide a structured model, when our world is much more flexible than that.

Anytime, anyplace are the trends of our workplaces and where are jobs are. Instead, colleges are
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forcing

HyFlex learning is a potential answer to this problem. However, there has not been much

research into this mode of instruction (Abdelmalak, Kharga, & Parra, 2016; Miller et. al, 2013;

Miller, Risser, & Griffiths, 2013). Studies on HyFlex have looked at HyFlex from the

perspective of student attendance, engagement, and performance. Miller, Riser, and Griffiths

(2013) found that students in a HyFlex courses enjoyed the flexibility and that the technology

enhanced student participation. They found that the students in the course overall found HyFlex

to be an effective mode of instruction, but that more research was needed. However, the scope

of this research is limited in comparison to online and blended learning.

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For this study, the New School Institute of Technology is implementing a version of

HyFlex learning called, “Converged Learning” that is currently being piloted on campus. In this

model, instructors develop their materials for online learning while also teaching the course face-

to-face. Students are provided with the option to attend class, join via telepresence technology, or

complete the coursework asynchronously. Each class is assigned a student technology assistant

who manages the technology.

The Provost of NJIT, Dr. Fadi Deek, published a white paper of his vision for Converged

Learning. Dr. Deek’s belief is that the physical space and the virtual classroom will converge

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together with no distinctions between the space or place of education (Deek, 2013). He outlines
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this vision as follows: “Imagine a class where all students register the same way whether they

want to attend by coming to the classroom, logging into the class from their dorms or nearby
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apartments, or joining the class from another state or country” (p. 3, 2013). Dr. Deek concludes

that the convergence of the physical and virtual campus is a “logical consequence” of the

transformation in higher education today, (2013). There are so few studies on converged learning
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that an investigation into this platform will add to the literature in this field.

The audiences that will benefit from this study are college instructors and administrators.

Understanding student choice, preference, and learning in the context of flexibility will frame the

importance of meeting the needs of the adult learner. In addition it will also help the researcher

assist with the viability of HyFlex learning at the New School Institute of Technology.

Significance of Research Problem

Adult students are frequently engaged with different demands in their lives. Personal and

professional responsibilities can make attending class difficult. Disruptive technologies have

created a number of threats in the higher education market. Video conferencing, distance
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education, and communication tools have allowed the market to grow more competitive and

provide flexible opportunities for students. The rise of the Internet has paved the way for online

learning. Online education is the response and solution to meeting the needs of today’s students.

This provides flexibility to accommodate students’ busy schedules.

The problem is that education does not go far enough. Online learning has typically been

seen as an asynchronous modality. While many courses today do offer synchronous components,

online learning typically has been a passive event. It is difficult to build community (Vesley,

Bloom, & Sherlock, 2007) in the course. Online courses are are a lonely, isolated experience.

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Many online classes are asynchronous and sometimes students find themselves disengaged with
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the course material. This creates unnecessary barriers. In education, students are placed into

different, specific modes of instruction. Students that take an online class might find that their
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learning styles are better suited for face-to-face instruction.

Online courses might be well suited to certain types of learners, but they are mostly

asynchronous experiences that are not well equipped to meet the needs of all learners. Hybrid
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courses attempt to bridge that gap. These classes combine online sessions with a fixed number of

meetings during the semester. This allows students to enjoy face-to-face instruction, but without

having the same amount of classroom hours to fit into adult students’ busy schedules. The hybrid

course is an improvement, but still has a fixed number of sessions that can still cause scheduling

issues with students. Heckman and Annabi (2005) found that education might be better suited

with a combination of face-to-face and asynchronous experiences. Yukselturk and Top (2013)

argue for online course design that offers many different options for completing the work that is

most convenient to their learning.

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Adult students are a key demographic for online learning, but they have requirements and

needs that are not represented in distance education. They require more attention, they face a

multitude of emotions regarding the technology, and have many responsibilities that prevent

them from attending the physical classroom. Adult students also want to feel apart of the college

and the community. Online courses do not connect them to the campus and keep them isolated.

Online coursework is a dominant force and is seen as the solution to providing education

for the working student. However, this may not be the case. Student engagement in the online

environment has not been explored enough to see if it is really achieved (Rabe-Hemp, Woollen,

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& Humiston, 2009) and a criticism of online learning is the lack of the interactive class, from
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both student-to-student and student-to-instructor (Renninger & Shumar, 2002). Wang, Jaeger,

Liu, Guo, and Xie (2013) argue that synchronous technologies are an extremely important
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enhancement to improving online learning. Students aren’t directly looking at online learning to

earn their degree. Knightley (2007) found that more than half of students polled were not looking

to take an online degree program, but that the flexibility was key.
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The focus on this study is the student experience in a HyFlex course environment. .This

study will provide higher education administrators the ability to assess the student experience of

HyFlex learning at their institutions. College faculty will also be able to better structure their

pedagogy in adapting their instruction for HyFlex courses. Students can also benefit by learning

more about this type of course structure. In addition, this research will also contribute to the

smaller but growing field of research in HyFlex learning.

Postionality Statement

Background. Digital education is a field that I have much interest and experience in. As

an Assistant Director for Digital Learning, I support our learning management system and help
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faculty develop and design their online courses at my institution. I also assist with the

organization and deployment of the college’s online programs. In addition, I hold a Master of

Educational Technology from Boise State University, which was done entirely online.

My interests in online education stem from my own personal hobby, in the world of

instructional technology. I enjoy and seek out information on the latest gadgets or Internet

breakthroughs constantly, and take in as much knowledge about future innovations as I can. This

interest puts my computing and Internet skills at an above average level, which allows me to be

able to understand technology tasks that may take others much longer.

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One of my biggest problems with college education is that there is evidence that we are
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not meeting the needs of today’s students (Arum & Roska, 2011). The higher education model is

one that is restricted and creates barriers for students to receive an education. Disruptive
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technologies have changed the manner in which education can be deployed. Online learning, for

a number of years, has been the answer to this disruptive technology and has taken on many

related forms, such as Hybrid learning and MOOCs.

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My goal in this study is to provide background on the student experience of HyFlex

learning (called Converged learning at the New School Institute of Technology). Converged

learning is a relatively new type of course offering that is being deployed by the New School

Institute of Technology (NJIT) in order to break down the barriers that exist. Students will be

allowed to consume the course material by choice. The learner will have the option to attend the

class in-person, come in virtually through the Internet, or be able to watch learning objects

asynchronously online on their own time. NJIT is committed to exploring this modality and is

piloting the use of it in the classroom. The goal is for all graduate programs at the institute to be

offered online by the year 2020.

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Ethical Concerns. My bias for this research project is the interest in seeing Convergence

become a successful initiative. As a member of NJIT and part of the group that is responsible for

developing and working with the technology, I have self-interest in seeing it meet the

expectations that the organization has. A researcher's personal beliefs and values are reflected

not only in the choice of methodology and interpretation of findings, but also in the choice of a

research topic. In other words, what we believe in determines what we want to study. Traditional

positivist research paradigm has taught us to believe that what we are studying often has no

personal significance, or that the only reason driving our research is intellectual curiosity (which

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is a valid reason on its own). But more often than not, we have our personal beliefs and views
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about a topic - either in support of one side of the argument, or on the social, cultural, political

sub-texts that seem to guide the development of the argument (Mehra, 2002). I have a bias
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towards the subject matter and a strong belief in wanting to change the way in which we provide

an education for college students.

Another bias evolved from my background. As a Caucasian, middle class, thirty-three

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year old male I have a certain bias towards some of the benefits that are given to me. Having

easy access to a computer, the Internet, and housing items that may not be available to all

students. Parsons describes this as “unjust situations where one group’s access to a society’s

resources is systematically denied over an extended period of time by another group” (Parsons,

2008, pp. 1134). For my entire life, whether I realized it or not, I have been given an advantage

based on my race and gender. Briscoe understands this demographic Positionality as a possible

benefit, “ideologies are largely constructed according to one’s experiences, which are influenced

by one’s demographic positionality. Many of those in privileged positions have experiences that

allow them to develop their ability to empathize with those experiencing oppression and some
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choose to do so” (2005, pp. 33). Being the other, as Briscoe concludes, can cause some

obstacles, but should not be entirely discounted. My upbringing does not allow me to understand

the difficulties of the lower class, but it might allow me to empathize with them.

Because of my experiences, I do have a predetermined bias in regards to the topic. My

firm belief in the benefits of Convergence can prevent me from conducting neutral research. As

someone who will be engaging in scholarly work, I must allow the research to dictate the

outcome and not find research that shapes my point of view. My experiences led me to believe

that this new modality is a new way to increase student engagement, but that does not mean that

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the research will show it. The research itself will be conducted in a controlled classroom
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environment with the expectations that students’ identities will be confidential and their feedback

will remain anonymous.

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Lastly, this research is a significant step in understanding how to control bias. I have

never put much thought into my own background and always felt my instincts were good rather

than actually collecting data to determine an outcome. Becoming self-aware and understanding
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how my background can lead to flawed research is something I will be conscious of as I conduct

research in my field.

Purpose Statement

The purpose of this qualitative study is to understand the experiences of adult learners in

a HyFlex learning environment at New School Institute of Technology in order to understand if

this environment better meets the needs of adult learners in higher education.
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Research Questions

Central Questions:
• How do adult graduate students participating in a HyFlex course describe the

benefits and drawbacks of a HyFlex model?

Sub Questions:
• How do adult students decide to participate in a HyFlex course?

• How do adult graduate students self-direct and involve themselves in their

learning in a HyFlex course environment?

• How does the course design help or hinder adult graduate students in a

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HyFlex course?

Theoretical Framework IE
The theory of andragogy will serve as a lens for the study. Andragogy was first coined in
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1883 by high school teacher Alexander Kapp (Resichmann, 2004). Kapp argued that education,

self-reflection, and educating the character are some of the first values of human life (1883).

Kapp does not develop the theory, but references the term, andragogy, as a part of educating
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adults.

The term andragogy continued to be explored and mentioned in several publications in

the 1950s from different authors from different countries, such as Hanselmann, Ogriovic, ten

Have, and Poeggeler (2004). However, it was considered an “insider” term, grounded in practice

rather than theory. It was not until Malcolm Knowles modernized and created an identity for

andragogy in the late 1960s that the theory of andragogy began to take shape. Knowles’ first

published work titled, “Andragogy not Pedagogy” (1968), is the first established paper that

describes the concept of andragogy deeply. Knowles main idea of andragogy is the art and
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science of how adults learn (Resichmann, 2004, p. 3). Knowles’ theory of andragogy is based on

the following two concepts

The first concept is that adult learners are self-directed. Adult learners desire control over

their learning (Abdelmalak and Parra, 2016). This concept aligns with HyFlex courses. HyFlex

provides the power of choice and the concept that students are in control of their own learning

(2016). Allowing students to choose how they wish to attend class each week allows students

control, which provides students with self-directed learning over time, place, and space.

The second concept is that the teacher is a facilitator rather than a presenter of content

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(Pratt & Ass., 1998). Knowles (1968) suggests that with andragogy, the instructor’s job is to
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facilitate learning rather than present themselves as the experts. HyFlex learning relates well to

this concept, as the ability for students to digest course content in a number of ways allows the
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teacher to facilitate the learning rather than lecture.

In addition, Knowles (1984) labeled four main principles of adult learning:

Adults should be involved in the planning of their learning. The structure of

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HyFlex education allows students to plan how they learn. Woldokowski (1999) argues

that adult students should feel a personal sense of control in their learning.

1) Adult experience provides a basis for learning.

2) Adults are most interested when the content is related to their life.

3) Adult learning is focused on problem solving rather than content.

Knowles provided an identity to adult learning by defining it as a science. His take on andragogy

is the definitive definition of the theory.

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Critiques Against Andragogy as a Theory

There have been several scholars that have provided a number of critiques regarding

andragogy. One major criticism is that “Knowles offers general concepts of education, but like

all educational theories in history it is but one concept, born into a specific historic context,”

(Resichmann, 2004, p. 4). Van Gent (1996) argues that Knowles only provides a very specific

approach and not a general one. Hartree (1984) suggests that andragogy is more of a

philosophical approach rather than a unified adult learning theory. Knowles (1989) references

this critique and asserts that andragogy is less a theory and more of a conceptual framework for

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an emergent theory.

Relation to study
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When looking at Knowles’ (1978) theory of andragogy (understanding how students
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prefer to learn), the concept of self-directed learning is an underlying principal of andragogy.

Tough’s (1971) research on self-directed learning created the model for self-directed learning.

Tough found that the majority of adults plan to study at least 100 hours of self-planned projects
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in a year (1971). Planning and directing one’s own learning is an important aspect of adult

learning. The theory of andragogy by Knowles (1978) is focused on the concept of the adult

learner. HyFlex learning is a technology-focused mode of instruction that offers flexibility and

convenience to the learner. It also is conductive to an environment that relies on student choice.

This learner-focused instructional method caters to the adult learning population. Offering

students the option to direct their own path of learning through asynchronous, synchronous, or

face-to-face environments is a way to engage and allow students to learn on their own terms.

By nature, the HyFlex model of instruction relies on the student taking control and

choosing how they learn. This is an important aspect of andragogy. The concepts of student
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choice, controlling their own learning, and understanding why students choose a particular

method of instruction are all influenced by andragogy. The classroom in a HyFlex environment

does not provide attention to the instructor; rather students are empowered to make their own

decisions on how to learn. The questions listed for this study can help to highlight the factors and

influences that take place to shed light on the adult learning experience and their preferences.

HyFlex also creates an environment more conducive to the instructor acting as the facilitator,

which is another tenant of andragogy.

Conclusion

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Andragogy is an appropriate framework to examine HyFlex learning. The concepts of
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self-choice, providing adult students the ability to control their learning, and providing a learning

environment that is related to adult student’s lives are all apart of a fully developed HyFlex
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course. Framing this study through the lenses of andragogy will allow the research to provide

perspective and preferences of the adult student in a Hyflex course.

Summary
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There is evidence that our education system is not adequately preparing our students for

our current atmosphere (Gordon, 2000). Chapman and Aspin (2013) identify some of the

struggles of global trends that shape education, because as populations are constantly moving,

the growing gap between the rich and poor, mobile technology, and the explosion of online

communities continues to widen. The market for education is growing at a rapid rate. There has

been a huge demand for “borderless education” (Van de Wende 2002). By 2025 it is estimated

that over 159 million students will be pursuing a degree in comparison to 97 million in 2010

(Van der Wende, 2002). The demand for education from this many students cannot be met from

many countries in the world.

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HyfFex learning is one possible avenue to address such a demand. The goal for HyFlex is

to create an environment where students are not restricted by set modes of instruction. HyFlex

learning is something that can fit into the needs of a global society, a society in which students

are interacting in many different ways beyond face-to-face. Education consumption should

transcend the barriers of fixed instruction. This study may help to collect data and research on

the student experience of students that take a HyFlex course. This research can help to better

provide perspectives of the needs of the adult learner in the higher education classroom and

contribute to the growing body of research of the viability of HyFlex education.

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Chapter 2: Literature Review

Introduction

Education has always been slow to evolve to meet with the ever-changing landscape of

the world and society. Innovations, trends, and technology move at a tremendously fast pace in

which education struggles to keep up. In the past few decades, disruptive technologies have

infiltrated the higher education classroom space. This has created a new marketplace for colleges

and has also created new opportunities for instruction.

In response, new ways of deploying college courses have been attempted. Online

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learning, MOOCs (Massive Open Online Course), and hybrid courses are some of education’s

responses to these changes. Colleges that have not tried to innovate have found themselves
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rendered irrelevant in a significant part of the market. These technologies are at the forefront of

change. Students now have a choice as to how they wish to take a course. This choice has helped
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to expand the reach and flexibility for degree programs.

However, there is a question as to whether higher education is really meeting the needs
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of today’s students and engaging them in the classroom. Student engagement has become a

strong target for administrators, but in some ways higher education is falling short. Universities

today have created a distinction between online and face-to-face learning without any definitive

model emerging. In addition, many of these new modalities of instruction are focused on the

adult or working student. The convenience of these course offerings has made it much easier for

this population to learn without a physical presence.

Another factor that has influenced changes with technology in education is globalization.

The world has grown “smaller” and more accessible thanks to the ease of travel and the growth

of communication technologies. It is important for education to address the needs of a global

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society. But what should education provide in the 21st century to prepare our students to become

global citizens?

The purpose of this chapter is to examine the literature that deals with how degree

programs for adult students today are designed and offered. The main themes that emerge are

research on global education, student engagement and learning, technology tools, and adult

students. The themes provide an overview that the college classroom of today is falling short in

addressing the needs of the adult learner. This literature review will explore the topics of

globalization and the needs of a technological world, adult student learning preferences in online

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learning, review of Hybrid learning, and the current literature on HyFlex education.

Globalization
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Because of the significant advances in today’s digital age, our world has grown much
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closer together. The lines of where one country stops and where another starts are now blurred.

Global events are happening much more frequently and the chances of being exposed to other

cultures and ideas have exponentially been increased. Today’s young adults will face a new
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world-order. This new world will include peers of diverse gender, ethnic, racial, and economic

backgrounds (Kirkwood, 2001). The globalization of our world has created a new demand to

prepare our students for a global society. Today’s current generation of students have

tremendous access to resources that allow exposure like never before.

However, there is evidence that our educational system is not adequately preparing our

students for our current atmosphere (Gordon, 2000). Chapman and Aspin (2013) identify some

of the struggles of global trends shaping education as populations that are constantly moving, the

growing gap between the rich and poor, mobile technology, and the explosion of online

communities. These are a few of the challenges that students are being faced with in the twenty-