2023 ASEE Annual Conference & Exposition

Understanding Students’ Self-regulation in a HyFlex Design Thinking Course

Presented at First-Year Programs Division (FYP) - Best Of FPD

This is a complete research paper. HyFlex learning models have gained popularity as a result of the pandemic. Studies and surveys show the post-pandemic importance of blended learning models like HyFlex which is believed to potentially improve higher education for years to come. Researchers have consistently demonstrated how self-regulation improves students’ academic achievement in traditional classroom settings. Since the online learning environment is defined by autonomy, it may be predicted that these self-regulatory learning skills will be even more crucial to the success of learning in the online setting than they are in the traditional face-to-face classroom. Although self-regulation is an important feature related to students’ academic success, little is known about the role of self-regulation in blended learning environments in higher education. The research context for the study is a first-year design thinking course that is offered in a HyFlex format. In the course, students are given the flexibility to join the class synchronously remotely or face-to-face at every class meeting. Through this study, we are trying to understand the relationship between students’ self-regulation and their choice of class participation on any given day. Self-regulation is measured using the MSLQ (Motivated Strategies for Learning Questionnaire).

Authors

Dr. Lakshmy Mohandas http://orcid.org/https://0000-0002-2953-6170 Purdue University at West Lafayette (COE) [biography]

Lakshmy Mohandas received her Ph.D. (2022) in Engineering Technology from Purdue University, Indiana. Her research interests include the HyFlex learning model, student engagement, equitable learning using different modes of participation, student motivation, and achievement goals.
Prof. Nathan Mentzer Purdue University at West Lafayette (COE) [biography]

Nathan Mentzer is a professor in the Purdue Polytechnic with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Technology and Engineering teachers for state certification.
Ms. Adrie Koehler http://orcid.org/0000-0003-0954-1391 [biography]

Doctoral Student, Learning Design & Technology
Mr. Shawn Farrington Purdue University at West Lafayette (COE) [biography]

Shawn is currently a Senior Lecturer at the Polytechnic Institute at Purdue University. He coordinates the core design thinking course as part of the Freshman Experience, teaches his sections, trains and mentors graduate student instructors and undergraduate TAs and participates in his research. His research centers on design thinking and encompasses student learning and motivation and the HyFlex instructional model. He graduated with his Bachelor’s and Master’s degrees from Purdue University in Engineering/Technology Teacher education. He was a high school engineering and technology teacher in Illinois before coming back to Purdue in his current role. He is also pursuing a Ph.D. in Learning Design and Technology.
Elnara Mammadova Purdue University at West Lafayette (COE) [biography]

Elnara is dedicated to her research on fostering inclusivity in the curriculum and ensuring digital accessibility of lesson materials for students in STEM classes in higher education. She is a Graduate Research Assistant in the Technology, Leadership and Innovation program at Purdue University.

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