Meet the Minds: Say ‘Hi’ to HyFlex and SoTL Researcher Katie Moisse

Meet the Minds is a new monthly series designed to profile McMaster University’s scholars and their work in the scholarship of teaching and learning (SoTL).

Tell us a bit about yourself.

I’m a teaching faculty member in the School of Interdisciplinary Science, where I primarily teach science communication. Most of my courses are quite large, but I want them to feel small with hands-on learning, community-engaged projects and plenty of discussions. I became interested in SOTL when I realized that some of my most engaged students needed flexibility, and that not all students in the classroom were always engaged. I started looking for ways to meet more people where they are, and to provide some flexibility in how students learn and demonstrate their learning without compromising the learning experience for anyone.

Can you describe your SoTL research focus?

My research explores the impact of a Hybrid Flexible (HyFlex) learning environment on student outcomes, like grades, and their experience. I wanted to challenge the assumption that students would stop coming to class if given the option to join virtually, or that their grades and engagement would plummet. I started this research before the pandemic, and the pandemic certainly made it timely! I want students to feel empowered to learn virtually if they’re sick or the weather is bad and they commute, or if they have work or caregiving responsibilities, but I also want to maintain high standards in my courses. So, my research explores how flexibility and student achievement and experience all intersect.

All instructors want what’s best for student learning. We might assume, with good reason, that showing up for class is important. But what if a student can’t make it in? Don’t we want them to still have the opportunity to learn? It’s possible some students will stay home even if they can make it in, but I think giving adult students agency is important. I’ve seen plenty of students in classrooms focusing more on social media than on course content, so I think we need to challenge the notion that engagement means being in the room. That said, I also teach smaller courses where students learn by presenting and engaging in discussions. For these types of courses, being in the room might be really important. But I have the privilege of teaching one of my smaller courses in a new purpose-built HyFlex classroom this term, so I’ll be able to test that assumption.

I do all my research in collaboration with students, and I learn so much from them. They inspire the research questions, co-create the methodologies, and share our results. I’m just along for the ride! I also have the pleasure of collaborating with incredible staff, from whom I’ve learned so much about Universal Design for Learning, removing barriers to academic accommodations, and innovating for student success.

What are some key insights or outcomes from your research?

I’ve learned that flexibility helps virtually all students, and doesn’t seem to harm anyone. For students with disabilities or other flexible learning needs, flexibility can make it possible to take a course that would be otherwise out of reach. I’ve also learned the value of engaging in SoTL work, because I can show students why I run my courses the way I run them, which leads to a shared understanding and accountability. I want to stay accountable to my students by making sure I’m support every student’s learning, and I want them to stay accountable to their own learning, too.

I hope my research has informed teaching practices other than my own, but I’m mindful that every instructor has their own goals for their students and their own preferences when it comes to teaching. I don’t think my results apply to every course, but I do hope my approach provides one way to investigate the impact of teaching practices on student outcomes and experiences. Ultimately, I hope my research helps students access courses they want to take and keeps McMaster on the cutting edge of innovations in teaching and learning. HyFlex teaching is just one example of technology-enhanced teaching, and my colleagues are doing such incredible work exploring other ways to improve student outcomes and experiences through innovative teaching. I’m just so thrilled to be part of the SoTL community.

What advice do you have for others interested in SoTL?

My research started as a simple reflection on my own teaching practice and grew into a multi-year collaboration with dozens of student partners incorporating hundreds of student perspectives. My advice is to start small and focus on something that really matters to you and your students, and then join the SoTL community at McMaster. It’s where you’ll find all the support and encouragement you need! We are a kind, enthusiastic bunch.

I’ve found it so helpful to connect with other faculty members and staff engaging in pedagogical research, even if it’s very different from mine. It’s easy to feel like an imposter at first, but we’re all just trying to be the best teachers we can be. Surrounding yourself with likeminded peers can give you the boost you need to launch a project and see it through. There are so many people at Mac who are happy to help you every step of the way, from colleagues in the ethics office to folks at MacPherson and the Vice-Provost Teaching & Learning. We have an amazing SoTL community here. Come join us!

Anything else you’d like to share?

One thing I’ve been very curious about is the growing proportion of my students who treat their HyFlex course as an online course and never come to the classroom. They’re engaged, and they do well, but my courses really aren’t designed to be experienced entirely online. I want to know why someone students are engaging entirely online and whether we can improve their learning experience by thoughtfully designing an online offering, with shorter modules, higher standards for online accessibility, and virtually tutorials for online learners. I plan to compare outcomes and experiences across students who participate predominantly in person, predominantly virtually, and entirely online this academic year. I also plan to collect perspectives from students taking my seminar course to see whether we can successfully mount an engaging, presentation- and discussion-heavy seminar course in a HyFlex format.

My former student, Ava, is presenting at a departmental seminar in October and has submitted an abstract to the Innovations in Education Conference taking place at McMaster in December 2025. We’re also submitting her manuscript to the Canadian Journal for the Scholarship of Teaching and Learning very soon. Some of my other former students have publications currently under review, and just this month we published a book chapter! I love working with these amazing students.

If you are interested to speaking further with Katie Moisse about their SoTL research, please contact them at moissek@mcmaster.ca.

Links to selected published SoTL articles by Katie Moisse:

• Challenging Assumptions About HyFlex Teaching with Students as Partners
• Student Engagement Tracks with Success In-person and Online in a Hybrid-Flexible Course
• Weaving Science Communication Training through an Undergraduate Science Program with a Focus on Accessibility and Inclusion

 Meet the Minds