This document discusses using an educational design research approach to develop flexible teaching and learning that keeps students motivated with positive results. It describes testing a hybrid classroom model during COVID that had 30 students attending class in person and 30 attending online. Evaluations found online students felt less involved, so guidelines were developed for teachers. When lower first year results occurred, further research identified issues for online first year students around sense of belonging and experience. New policies stopped the hybrid model for first years and focused on meaningful on-campus activities and accountability to improve results. The research contributed to solutions, design principles and professional development.

1. Designing Flexible
Teaching and Learning
that Keeps Students
Motivated and With
Positive Results
W I M D E B O E R
2 4 N O V E M B E R , B E R L I N
The Covid Aftermath. Are Students Ready for Massive Online Learning?

2. Policy
Innovation
through
Educational
Design
Research

3. Educational design research
Contributing to:
• the solution of the
(practical) problem/
goal/vision
• design principles
• professional
development
Problem
analysis
Designing
solutions
Evaluation and
testing (in
practice)
Formulate
design
principles
Quality aspects of the educational design:
• Relevance: it responds to a need, and is its design is
based on state-of-the art (scientific) knowledge
• Consistency: it is logical and cohesive
• Usability: it is usable in the settings for which it has
been designed
• Effectiveness: it leads to desired results

4. • Experiences with
hybrid classrooms
during Covid
• Large influx for
Engineering
• Decision: hybrid
classroom: 30
students at home, 30
in the class
Policy
Innovation
through
Educational
Design
Research

5. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
Policy
Innovation
through
Educational
Design
Research

6. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams

7. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams

8. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the teacher-
teams
When I follow the
lesson in class, I
feel involved in
the lesson (1,7)
(1) Strongly agree
(2) Agree
(3) Neither agree nor
disagree
(4) Disagree
(5) Strongly disagree
When I take the
class online, I feel
involved in the
class (3,3)

9. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
Keep
Improve
Start
Stop
Quizzes
Students presenting work
Involve student @ home
Sound, visuals
Address student with
questions, use their name
Talking too much
Doing this for seminars
Pär
Lager

10. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
Actions taken:
• Hybrid when that fits the
type of class
• Special new classroom, fit
for hybrid teaching
• Extra training
• Use best practices in
teaching the hybrid class

11. Policy
Innovation
through
Education
al Design
Research
Policy
Innovation
through
Education
al Design
Research
Hybrid classroom (2nd round)
Lower study results in 1rst
year programmes

12. Hybrid classroom(2nd rnd) Low results
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the
students
• Reflection workshop for the
teachers
• Interviews with teachers
• Interviews with students
• Workshops with the
teachers
• Teams that came up with
plans
• Results discussed with management
• Design guidelines for the teacher-teams

13. Design guidelines and new policies:
• Stop with hybrid lesson for the 1rst year students
• Organise meaningful on-campus activities:
• How to be a higher education student
• Be part of a group (sense of belonging)
• Have a positive learning experience.
• Demand attendance, be pro-active on that and
hold students accountable
• Incorporate more formative activities for students
P
ED
R

14. Policy
Innovation
through
Educational
Design
Research
• Relevant
• Consistent
• Usable
• Effective
Work on:
• the solution
• design
principles
• professional
development
Designing Flexible Teaching and Learning that Keeps
Students Motivated and With Positive Results

15. Thank you
Wim de Boer
w.f.deboer@utwente.nl