Year of Award

2022

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Degree Name

Teaching and Learning

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Martin Horejsi

Commitee Members

Stephanie Reid, Scott Hohnstein, Kate Brayko, Jason Neiffer

Keywords

distance education, hybrid-flexible, non-traditional learner, tribal college

Abstract

The HyFlex model for instruction allows for a student to choose if they will attend class in person, online synchronicity, or asynchronously. The aim of this mixed-method study was to answer the central question “to the central question, “How does the HyFlex delivery method impact faculty self-efficacy regarding teaching?” at Keweenaw Bay Ojibwa Community College (KBOCC). Sixteen members of the leadership at KBOCC completed a Likert scale survey and six participants agreed to be interviewed. Based on the results of this study, the leadership at KBOCC are open to the idea of implementing the HyFlex model. The faculty and administration reported high self-efficacy regarding student learning, performance, and satisfaction regarding their ability to deliver online materials and the use of the HyFlex model. They are forward thinking and consider the needs of not only current students but of future students. Leadership at KBOCC feels that providing online classes and HyFlex opportunities is a way to expand not only the student population, but to diversify the courses that are offered. Given the need to increase education opportunities in healthcare programs, the use of the HyFlex model may create the opportunity for Native American students to gain access to courses and expertise, which may not have otherwise been possible. It is imperative that traditionally underrepresented groups enter the healthcare fields to improve their personal situation and break the cycle of poverty that they have endured for generations and to improve healthcare and healthcare outcomes for members of their communities.

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