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The Feynman Technique is a mental model and learning strategy used to simplify any complex information. This study endeavors to provide empirical evidence on the effectiveness of the Feynman Technique as a heutagogy-based learning strategy that fits the e-learning landscape. Utilizing true experimental research design, grades 4, 7, and 11 students from typical elementary and national high schools were randomly assigned to experimental and control groups and underwent pre- and posttests. Using two-sample and paired T-tests, results show that students under the experimental group, which applied the Feynman Technique, showed higher posttest scores and learning gains than those in the control group. Hence, this study proves that the Feynman Technique can be an effective tool to improve K-12 students’ learning, especially now given the new learning delivery modalities.

Since COVID-19 began, the ways of teaching and learning have changed drastically. Traditional teaching methods are shifted to technology-mediated methodologies such as asynchronous online learning, hybrid learning, blended learning, hy-flex learning, on-demand learning, and competency-based online learning. Due to the COVID-19 pandemic, traditional active learning models, compelling but complex, are assumed not to fit in the hybrid classroom because of the affordance and integration of various distance learning technologies. Hence, in the research, a conceptual active learning model for a hybrid classroom, namely AL-TST (Active Learning-Theory, Strategy, Technology), is used to deliver a STEM course in an Egyptian university. The course was an 8-week-long course designed for 3rd grade (i.e., university junior) students enrolled in the university. At the beginning of the course, the instructor created student-centered lecture contents using the adopted AL-TST model in a hybrid environment. Data (N=76) were collected using the university's learning management system (LMS). Students' Course Work Grades, Final Exam Grades and Total Exam Grades are analyzed using a one-sample t-test. The analysis indicated no significant result in students' Course Work Grades, Final Exam Grades and Total Exam Grades. However, the findings indicated some valuable educational insights, such as improving a conceptual active learning model, the perception of course design, and teaching during the crisis. [ABSTRACT FROM AUTHOR]