Lesson learned from remote and HyFlex teaching and learning

In the initial phase of COVID-19, teaching and learning were performed remotely using a combination of available resources such as email, zoom, and skype. In fact, heavy adaptation of those technologies was necessary to cope with the unexpected situation. Both students and instructors were frequently overwhelmed. To support sick and quarantined students in this situation, many instructors also ran remote or hybrid flexible (HyFlex) classrooms. In this presentation, I will share students' responses on questions such as (i) What worked for you and what didn't during remote/HyFlex class, and (ii) Share your perceptions about remote/HyFlex class in comparison to in-person class. Student responses were collected via survey throughout the semester. I will focus my discussion on (a) how students' feedback correlates with their grade, and (b) how the active learning and flipped classwork went. The feedback and data were collected from students from a teaching focused, four-year university and a community college. All students were taking either of following courses: general algebra-based physics, calculus-based physics, and introductory astronomy. Initial data shows that the digital-divide has also been playing an important role for the successful remote or HyFlex class and self-motivated hardworking students are among the least affected when transitioned to the remote and HyFlex classroom.