March 25

The utility of online education has taken a huge step forward over the past five years. Prior to 2020, the idea of allowing students to wholly participate in online learning required a discussion about cameras in classrooms, audio equipment and the ability of students and faculty to navigate various platforms. Now, online meeting applications are ubiquitous.

A team including Nathan Mentzer, Ph.D., a professor of technology and engineering at Purdue; Abdul Moeed Asad, a research assistant at Purdue; Laskhmy Mohandas, Ph.D., a software design lecturer in the EPICS  program; Adrie Koehler, Ph.D., an associate professor in the learning design and technology program in the College of Education; and Elnara Mammadova, a graduate research assistant in Purdue Polytechnic have leveraged this new normal to provide an approach to educating students that takes into account the well-being of all students.

There are numerous reasons why a student would feel uncomfortable in a classroom on a particular day. Navigating anxiety, stress or illness are barriers to the well-being of our students as they decide to attend the next class session. As one student said, “Well, I think some people might have anxiety or don’t like crowds so, it’s easier for them to pay attention. It’s also a more comfortable environment for them in the safety of their own room or their own house. I also think that it works for people who prefer an in-class learning experience because they can just go to class and get what they need. So, it works for most people that way.” The Interactive Synchronous HyFlex program provides an online option as a temporary alternative for students with little or no advanced planning required. The online option is available on an as-needed basis, providing a choice for students to engage in classroom activities in the manner in which they feel most comfortable.

This program does not simply offer a virtual lecture option where students can turn their cameras off and tune in or out as they choose. The active learning component of the class encourages small group discussions mixed with discussions involving the entire class. The instructional team has created a dynamic and integrated approach to promote active learning. Students are provided with an instructional video on how to navigate the various uses of Microsoft Teams. When students are placed into small groups, a mixture of those in the classroom and those meeting virtually is enacted to promote engagement. For those students whose learning styles necessitate review of lectures, recordings are readily available. Students with hearing impairments can review live transcripts during or after class. Each instance is an opportunity for the classroom to offer a lower-barrier environment for learning therefore more likely positively impact student well-being. 

As this Office of the Provost and National Science Foundation-funded program comes to fruition, the team is intent on showing the efficacy of this approach and providing resources for others to implement these practices. This project was highlighted during the 2025 Steps to Leaps Summit. A published guide for implementing this approach is forthcoming.  Readers can also find information about the HyFlex approach here: HyFlex - Teaching@Purdue.

The definition of the well-being pillar reads, “Staying healthy in body, brain and is a life-long journey. Learn strategies to improve your own well-being with steps to security, health and prosperity.”

We can talk to students about the strategies they can use, but we must also provide them opportunities to put those strategies in action. As we develop courses, programs or initiatives that incorporate the other pillars, it is imperative that we look for new and impactful approaches that allow students to apply what they’ve learned, whether using the HyFlex approach, AI or other technologies. As seen with the Interactive Synchronous HyFlex program, Purdue continues to innovate. The next great idea for educating students could be yours.