In this study, we use focus groups, open-ended survey questions, and course observational data to examine aspects of one HyFlex engineering fundamentals course, with sections enrolling almost 500 first year students, that was exemplary in fostering Community of Inquiry (CoI). Findings showcase that attention to joint dynamics of teaching, social, and cognitive presence unique to HyFlex environments contributed to learning and belonging in the course. Implications include strategies for effective HyFlex courses, such as use of the CoI framework in HyFlex courses, interactive tools allowing student engagement across platforms, and opportunities for live student questions, especially with audio capability.

在这项研究中，我们使用焦点小组、开放式调查问题和课程观察数据来检查 HyFlex 工程基础课程的各个方面，其中各部分招收了近 5​​00 名一年级学生，这在培养探究社区 (CoI) 方面堪称典范。研究结果表明，对 HyFlex 环境特有的教学、社交和认知存在的联合动态的关注有助于课程中的学习和归属感。影响包括有效 HyFlex 课程的策略，例如在 HyFlex 课程中使用 CoI 框架、允许学生跨平台参与的交互式工具，以及现场学生提问的机会，尤其是音频功能。