Examining teacher experiences on the hyFlex teaching model

With the rapid development of technology in the 21st century, teaching modes have been designed that allow students to receive education in both face-to-face and online environments to better respond to diverse cognitive styles and needs. One of them is the HyFlex teaching model, which gives students more flexibility in their learning processes and being used as an alternative education method for the continuity of education in compulsory education cuts. In this study designed as phenomenological research, the experiences of teachers working in different schools regarding the HyFlex learning model and their opinions on this experience were examined. The study was carried out with fifteen teachers from different branches working at the K-12 level in the province of Istanbul in the 2021-2022 academic year. Throughout the study, qualitative data were collected with lesson plan evaluation form, instruction evaluation form, and semi-structured interview form. At the end of the study, it was found that the effect of the HyFlex teaching model on student achievement and motivation was at least as effective as traditional face-to-face education, students experienced the same quality of learning, and the reusability theme strengthened students' learning. On the other hand, by regarding the results of the study, it was suggested that teachers should prepare their students for each participation mode (fully asynchronous, fully synchronous and fully face-to-face) in accordance with their learning outcomes in their pre-lesson plans, and that they should constantly evaluate and review their course designs and keep them up-to-date.