Understanding Key Student Perspectives in an Interdisciplinary Flex-model Sustainability Course as Compared to a Traditional In-person Course

Understanding the student perspective in the design and delivery of a course is key to improving the experience, especially when it relates to unique circumstances such as those introduced during the pandemic. With the onset of COVID-19, educators had to rapidly adapt their course delivery and be resilient enough to redesign their course to the needs of students. In order to accommodate these needs, the University of XXXXXXXXX has adopted a Flex-Model based on literature of the Hyflex teaching model. Within the Flex-Model, students have the option to attend classes in person, attend live via videoconferencing, or attend asynchronously via recorded lectures. From an instructor's perspective this type of flexibility adds significant complexity to the management of a course but allows students to learn in an environment in which they feel safe, comfortable and engaged. Add to this complexity an interdisciplinary class roster, and there are now several interconnected variables which this research will attempt to illuminate. The research team endeavors to highlight the educational elements that are key to an effective learning environment for students in an interdisciplinary survey of sustainability course. A questionnaire was administered to two class sections of the course with 82 undergraduate students and 10 graduate students. Within the questionnaire were questions relating to specific educational components of the Flex-Model pedagogy. Some of these key educational elements surveyed include understanding the course material, students' perceived retention of the concepts, mental, physical and emotional well-being, interaction with peers and instructors, and the effectiveness of the technology utilized within the class environment. The survey includes a combination of Likert scale questions and open-ended essay questions with a focus on contrasting student opinion between online and in-person course delivery. Throughout the survey, students are asked to self-reflect about topics such as understanding of concepts, course rigor and level of retention in an online environment as compared to a traditional in-person class. The questionnaire data has provided the team with a valuable combination of quantitative and qualitative data with which to draw meaningful conclusions. One of the major takeaways from this research is that although students are highly adaptable and can adjust to the remote aspects of a flex model, their perceived ability to learn in an online environment is significantly lower than in an in-person classroom. This study provides meaningful insight into the student perspective of the Flex-Model pedagogy, including revealing student perceptions of their education in an online environment as opposed to a more traditional in person environment.