Delinquency has been an age-long issue going up against different tertiary organizations across the world. The causes may not be conscious. Some of the time, the reasons for delinquency are because of work, family obligations, topographical and time obstructions. To address this wretched demeanor, I suggest a mechanically prompted model known as the HyFlex Course Model. A mechanically virtual framework or model doesn’t need an actual presence of the understudies with their teachers in a customary homeroom. The model is sufficiently adaptable to help the understudies to have the option to play back the talk classes even at a later and advantageous time on the off chance that they were absent at the material time the talks were in meeting.
Besides, this virtual homeroom model connections every one of the postgraduate understudies with the goal that they can take part in a productive scholarly conversation while managing the cost of them the stage to examine bunch introductions and undertakings. Also, the model is less exorbitant to the organization and the postgraduate understudies since they are as of now burdened with the significant weight of family obligations.
The HyFlex model course model was presented in 2006 by the EDUCAUSE learning drive. The name ‘HyFlex’ is a mix of two words in particular ‘Hy’ signifying ‘Cross breed’ and ‘Flex’ signifying ‘Adaptable’. HyFlex is a course configuration model that presents the parts of a mix of two types of advancing hence up close and personal actual homeroom address with web based learning in an adaptable course structure that provides understudies with the select decision of going to meetings of the talk in the study hall, or participating in the talk on the web, or participating in the two. In light of their inclinations and decision, the understudies utilizing the HyFlex model can change the participation of the talk either week by week or by point particularly in the event that they have proactively done a specific course which can be skipped.
In this “adaptable half and half” plan, teachers give course satisfied to both cooperation modes whether up close and personal or on the web. It should be noticed that the HyFlex model isn’t self-guided, in spite of the way that the web-based meetings can be either simultaneous subsequently progressively or nonconcurrent. Regardless of the method of participation one picks, whether on the web or up close and personal, all understudies take a similar last evaluation. Attributable to its numerous choices, the HyFlex model can oblige for the geological requirements of understudies, for example, the weight of taking long excursions to addresses in a conventional homeroom style. Likewise, if for certain reasons an understudy can’t go to a specific class because of work or family commitment, s/he can make up for lost time by playing back the talk which will likewise be posted on the web. Likewise, the model gives the adaptability to hold a class back from falling behind if, for instance, the teacher needs to travel suddenly or the grounds is shut because of climate or different conditions.