The Annotated Bibliography

Ashley Vasquez

Professor Rigolino

ENG 160

MLA Annotated Bibliography

25^th September 2021

Annotated Bibliography

Baker, David M. A., et al. “Understanding Factors that Influence Attitude and Preference for Hybrid Course Formats.” The e – Journal of Business Education & Scholarship of Teaching, vol. 14, no. 1, 2020, pp. 174-188. ProQuest,   https://libdatabase.newpaltz.edu/login?url=https://www.proquest.com/scholarly- journals/understanding-factors-that-influence-attitude/docview/2426551355/se-2? accountid=12761.

Baker in the article “Understanding Factors that Influence Attitude and Preference for Hybrid Course Formats” discusses the shift toward online learning through studies and how it impacts students and faculty. Baker’s article appeared in the e – Journal of Business Education & Scholarship Teaching. Next, in the article Baker mentions the number of universities that are involved with using a blended model for learning. He explains that through a survey that in colleges around the U.S a total of 76% used a blended model of face-to-face courses and those that are fully online. He uses this survey to elaborate on his argument that there are many factors that influence the needs of the new society. For instance, Baker mentions “A growing number of universities are adopting hybrid models that combine the traditional lecture with online instruction, creating flexible educational models that are consistent with the needs of the new society (Baker, David M. A., et al 175).” Overall, it is mentioned that the survey aids in allowing students to show their perception of hybrid courses and how it “shapes their attitudes towards hybrid courses and the delivery format (Baker, David M. A., et al 175).”

This article has many assets to it, and it demonstrates it could be useful for my research as it provides information on various course formats. For example, the article mentions the flexibility of courses through studies and gives a great sum of points on how students felt toward each class format. To illustrate, “Although asynchronous online learning provides flexibility and gives students more autonomy in choosing when and where they will learn, there are other barriers such as feeling connected to faculty, the need to be internally motivated and self-directed, that must be overcome (Baker, David M. A., et al 177).” This provides an effective example of a format that students reacted to and gives information of a class format that did not work out efficiently. This is a credible source because it involves using a significant amount of research and studies in gathering the information. On another note, the article is useful as it gives information on studies that demonstrated the flexibility that hybrid classes gave and tables that present evidence on the attitudes.

Beatty, Brian J., et al. “Costs and Benefits for Hybrid-Flexible Courses and Programs.” Hybrid-Flexible Course Design, EdTech Books, 1 Jan. 1970, edtechbooks.org/hyflex/power_SDL.

In the book chapter “Costs and Benefits for Hybrid-Flexible Courses and Programs”, Beatty demonstrates the advantages and disadvantages of Hyflex Learning. Beatty’s chapter was featured in the book Hybrid-Flexible Course Design. He does this by displaying the benefits of Hyflex Learning by mentioning that it brings about benefits to the student, faculty, and administration. For example, he brings up that students gain an advantage in managing their time and have more access to courses that could not be accessed before due to schedule conflicts. Beatty then demonstrates a diagram that provides possible participation paths for students and states “Providing a classroom option and two online options (asynchronous and synchronous) leads to 531,441 different possible participation paths  (3^12) through the class (Beatty, Brian J., et al Chapter 1.2).” Beatty then discusses the costs that Hyflex courses bring about and mentions the challenge that students face in managing their time and their lack of motivation to complete the course work. In the end, Beatty analyzes both aspects of hybrid flexible learning and is able to discuss further information on the cost and benefits by making a chart to map out them.

Beatty’s article proves to be of great significance to my research on Hyflex learning. I believe so because the article provides information on what Hyflex learning is and is able to examine the positive and negative aspects of it. For instance, “The primary benefit from HyFlex for students is usually reported as the flexible participation requirement supporting them making personal decisions about how best to participate and complete class requirements, many times regardless of their own preference (Beatty, Brian J., et al Chapter 1.2).” This quotation is of skillful use to my research as it is able to back up my argument on why we should implement hybrid flexible courses. I found the article to be of credible use because the author Dr. Brain Beatty is an Associate Professor in instructional Technologies and his research is of effective use because “Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a “student-directed-hybrid” approach to better support student learning (Beatty, Brian J., et al Chapter 1.2).” Additionally, Beatty’s article is able to provide evidence of the challenges students face because of hybrid flexible and I feel as if this is a great asset to my research as it opposes my argument on why hybrid-flexible classes should be made. It would make a great argument discussing the negatives of hybrid flexibility and then using my argument to counterclaim it.