Doing the Backflip: Using Classroom Technology to Adapt a Flipped Class to the HyFlex Teaching Model

In recent years, the implementation of flipped classrooms in engineering education has experienced tremendous growth. This approach typically features asynchronous lecture content delivery outside of the classroom, which frees up in-class time to be spent on more active learning methods with instructor interaction, such as problem-solving sessions. The flipped classroom model was implemented into a sophomore-level Computer Applications course at The Citadel a number of years ago, with positive results. In the wake of the COVID-19 pandemic, classes at The Citadel have adopted the HyFlex teaching model, in which a course is simultaneously taught in-person in the classroom and via synchronous online delivery. While this method reduces classroom capacity to enable social distancing, it has also impacted the ability of the instructor to provide one-on-one instruction to students as they complete the in-class exercises. The use of classroom technology, including various cameras, annotation devices, and supporting software, has not only solved some of the challenges introduced in the HyFlex model, but has also provided improvements upon the standard flipped class. The present paper will discuss the classroom technology and methods used to supplement traditional in-class assistance to provide one-on-one interaction to students both in the classroom and those attending synchronously online, with a discussion of lessons learned and best practices. Direct and indirect course assessment and student perceptions of learning will be compared between the traditional flipped classroom and a flipped class using the HyFlex model.