K-12 Readings & Resources

Classroom Management Strategies for HyFlex Instruction: Setting Students Up for Success in the Hybrid Environment

This article provides a brief overview for general and special education teachers on applying classroom management strategies in the hyflex instructional environment to support young children and maintain protocols required due to the COVID-19 pandemic.

Lohmann, Randolph, K. M., & Oh, J. H. (2021). Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment. Early Childhood Education Journal, 49(5), 807–814. https://doi.org/10.1007/s10643-021-01201-5 
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Early Childhood Educators’ Provision of Remote Learning During COVID-19

This study differed from others on remote learning during the pandemic in that it focused on documenting the remote activities by early childhood teachers of children under the age of six and their families and how those activities varied by age and type of program. Teachers reported that while they thought their instruction was ultimately successful, they found the incompatibility of some of the technology for young children, lack of planning and training, and the impact on life/work balance to be challenging. Teachers also reported spending more time planning instruction and communicating with families than on providing instruction.

Steed, E. A., Leech, N., Phan, N., & Benzel, E. (2022). Early childhood educators’ provision of remote learning during COVID-19. Early Childhood Research Quarterly, 60, 307–318. https://doi.org/10.1016/j.ecresq.2022.03.003
Finding Flexibility with HyFlex: Teaching in the Digital Age
In response to the rapid shift to remote instruction in the Spring of 2020, and the uncertainity of returning to the classroom n the Fall, the HyFlex model of allowing students their choice of when and where they received instruction was seen as a viable alternative. In this article, a high-school English teacher explains the benefits she observed and provides additional insight from her experience with teaching a HyFlex course.

Traila, L., Fields, S., & Caukin, N. (2020). Finding Flexibility with HyFlex: Teaching in the Digital Age. International Journal of the Whole Child, 5(2), 22–26. https://libjournals.mtsu.edu/index.php/ijwc/article/view/1918
How Hybrid Learning Is (and Is Not) Working During COVID-19: 6 Case Studies

“Hybrid learning can be a best of both worlds, or a worst of both worlds reality,” said Bree Dusseault, practitioner-in-residence at the University of Washington’s Center for Reinventing Public Education, which has been surveying schools throughout the pandemic.

Lieberman, M. (2020, November 11). How hybrid learning in (and is not) working during COVID-19: 6 Case studies. EdWeek. https://www.edweek.org/leadership/how-hybrid-learning-is-and-is-not-working-during-covid-19-6-case-studies/2020/11 
How to Set Up a Hybrid Learning Space

Knowing how to set up your hybrid learning space is key for not only avoiding future issues, but also it is essential for enhanced student-centered learning.

ViewSonic. (2021, July 8). How to set up a hybrid learning space. ViewSonic Library. Retrieved September 12, 2022, from https://www.viewsonic.com/library/education/how-to-set-up-a-hybrid-learning-space/ 
Resources for the Hyflex Learning Environment

An aggregate of resources intended to help teachers overcome the challenges of creating an online learning environment to ensure students feel included, safe, and connected to educators and their classmates.

National Education Association (2021, March 26). Resources for the HYFLEX learning environment. NEA. Retrieved September 12, 2022, from https://www.nea.org/professional-excellence/student-engagement/tools-tips/resources-hyflex-learning-environment 
Room and Zoom®: Perceptions from a K-5 HyFlex Model
This study differed from others on remote learning during the pandemic in that it focused on documenting the remote activities by early childhood teachers of children under the age of six and their families and how those activities varied by age and type of program. Teachers reported that while they thought their instruction was ultimately successful, they found the incompatibility of some of the technology for young children, lack of planning and training, and the impact on life/work balance to be challenging. Teachers also reported spending more time planning instruction and communicating with families than on providing instruction.

Presley-O’Brien, D., Dawson, K., & Schmidt, M. (2022). Room and Zoom®: Perceptions from a K-5 HyFlex Model. Journal of Online Learning Research,8(2), 131-162.
Specifying Hybrid Models of Teachers’ Work During COVID-19
Based on interviews of seventy-five, K-12 instructors of different levels and subjects, this research article identified and differentiated three modes of hybrid instruction where students and instructors were either 100% in one modality or the other (parallel), switched between modalities (alternating) based on a schedule, and a combination of both modalities with one instructor teaching both at the same time (blended). The blended hybrid method was cited as most work-intensive for the instructor, with some stating that juggling multiple devices and splitting focus between online synchronous and face-to-face students simultaneously was difficult. Instructor found that incorporating more asynchronous online elements helped to improve instruction for the remote students and was less the work involved for all.

Bartlett, L. (2022). Specifying hybrid models of teachers’ work during COVID-19. Educational Researcher, 51(2), 152–155. https://doi.org/10.3102/0013189×211069399

Post-Secondary readings & Resources

Active Learning

This study aims to synthesize the best available evidence worldwide to have an overview of the state-of-the-art of the current research, to get a better insight in the do’s and don’ts within this setting by summarizing benefits, challenges; and yo formulate design principles, as well as to define the future directions for investigation based on the current research gaps.

Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved October 3, 2022, from https://cft.vanderbilt.edu/active-learning/
A Systematic Literature Review on Synchronous Hybrid Learning: Gaps Identified

This study aims to synthesize the best available evidence worldwide to have an overview of the state-of-the-art of the current research, to get a better insight in the do’s and don’ts within this setting by summarizing benefits, challenges; and yo formulate design principles, as well as to define the future directions for investigation based on the current research gaps.

Raes, Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
Blended Synchronous Learning: A Handbook for Educators

This handbook is the main output of the Blended Synchronous Learning Project. It includes a Blended Synchronous Learning Design Framework that offers pedagogical, technological and logistical recommendations for teachers attempting to design and implement blended synchronous learning lessons. It is envisaged that the outcomes and products of the Blended Synchronous Learning Project will provide guidance to help educators and universities effectively unite remote and faceto-face students in live classes using contemporary rich-media synchronous technologies.

Bower, M., Dalgarno, B., Kenney, G., Lee, M., & Kenney, J. (2014). Blended synchronous learning: A handbook for educators. Retrieved from http://blendsync.pbworks.com/f/ID11_1931_Bower_Report_handbook_2014.pdf.
BlendFlex and HyFlex Models to Increase Student Engagement and Retention

Exploration of Hyflex and BlendFlex as potential solutions to the problem of student success and retention. Improving upon earlier iterations of distance learning, Hyflex and Blendflex give students a choice in which modality they participate for any given class meeting. This can help students persist when they would otherwise have extensive class absences and/or drop the course due to circumstances beyond their control (illness, childcare, transportation access, etc.) Implementing Hyflex/BlendFlex can involve extensive planning and technology resources, but as campuses continue to do so, more study and research is needed as to the actual effect on student success and retention.

Rosen, D. J. (2021). BlendFlex and HyFlex models to increase student engagement and retention. Adult Literacy Education, 3(2), 73-78. https://doi.org/10.35847/drosen.3.2.73
Can Online Students be Fully Integrated into Residential Courses via Web Conferencing? Lessons Learned from Two Pilot Courses at Columbia University

This workshop was presented at the OLC conference, focusing on the results of Columbia University’s pilot of two blended synchronous courses where students attended online via webconferencing tools, and in the classroom. The workshop also presented a current literature review, lessons learned, along with perspectives of the instructors, TAs, and online students involved in the two pilot courses.

Marquart, M., Englisher, M., Tokieda, K., Samuel, V., Standlee, J., and Telfair-Garcia, A. (2018, November 16). Can online students be fully integrated into residential courses via web conferencing? Lessons learned from two pilot courses at Columbia University. Workshop presented at the Online Learning Consortium Accelerate Conference, Orlando, FL, and also streamed for a simultaneous virtual audience, and also streamed for a virtual audience via Sonic Foundry’s Mediasite.
Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model with a Focus on Teacher Interaction

This article highlights interaction within physical and virtual spaces in a higher education HyFlex learning environment with live streamed lectures and seminars. What kinds of learning spaces do we shape when we connect physical and virtual spaces? How does a group of teachers interact in these spaces and how do the HyFlex spaces affect the interaction? The perspective of ‘designs for learning’ theoretically frames the study. The result shows that several different spaces are shaped: physical space, representational space, interactional space, and liminal space. The results also imply that a HyFlex model requires an increased didactic awareness of designing for learning.

Leijon, M. & Lundgren, B. (2019). Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction. Journal of Learning Spaces, 8(1), 1-9.  https://libjournal.uncg.edu/jls/article/viewFile/1640/1338
CUNY Hyflex Website

Part of the CUNY Academic Commons, the CUNY Hyflex website is a substantial repository of information about the Hyflex initiative as it is being implemented and supported across the CUNY campuses.  The website includes resources, such as instructional and engagement strategies, along with a well-structured mini-course that presents the basics of teaching and learning in the Hyflex model.

Hyflex CUNY. (n.d.). Retrieved September 25, 2022, from https://hyflex.commons.gc.cuny.edu/
ELI: 7 Things You Should Know About...The HYFLEX Course Model

A fact sheet on HyFlex course design.

Milman, N., Irvine , V., Kelly, K., Miller, J., & Saichaie, K. (2020, July 7). ELI: 7 Things You Should Know About…The HYFLEX Course Model. Educause. Retrieved September 8, 2022, from https://library.educause.edu/-/media/files/library/2020/7/eli7173.PDFs
Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction, and give students a sense of control over their learning.

Abdelmalak, M. M., & Parra, J. L. (2016). Expanding learning opportunities for graduate students with HYFLEX course design. International Journal of Online Pedagogy and Course Design, 6(4), 19–37. https://doi.org/10.4018/ijopcd.2016100102
Fall Scenario #13: A HyFlex Model

Published in the early months of the COVID-19 shut down, this article presents the potential advantages, disadvantages, and special considerations of implenting the HyFlex instructional model in the upcoming Fall 2020 semester.

Maloney, E. J., & Kim, J. (2020, August 4). Fall scenario #13: A HyFlex model. Inside Higher ED. https://www.insidehighered.com/blogs/learning-innovation/fall-scenario-13-hyflex-model
Four Models for HiFlex Course Design

Provides a useful infographic on four potential models of HyFlex course design that start with a fully-developed asynchronous online course which all support adaptability, connection, and equity.

Open CoLab Plymouth State University. (2021, August 13). Four models for Hiflex Course Design. The Ace Framework. Retrieved September 12, 2022, from https://colab.plymouthcreate.net/ace/ace9/four-hiflex-models/
Hybrid Courses with Flexible Participation: The HyFlex Course Design

Students in higher education have more demands placed on their time and need a college education for more careers than ever before. Flexible class participation options are needed that provide students with opportunities to manage their hectic lives with more individualized control. At the same time, most institutions of higher education are under pressure to serve more students and serve existing students more effectively. Online courses are often considered part of a systematic solution to these issues, but many schools and their faculty do not want to jettison their effective classroom approaches in order to shift to online delivery, nor should they. HyFlex courses may support both online and classroom-based courses and programs without deploying separate classes in each mode. HyFlex courses allow students to participate in the classroom or online and to make that choice on a continuous basis. The HyFlex design is used at many institutions to provide these benefits. This chapter describes the HyFlex design and development process, explains two common course types, and provides summary evaluation data on effectiveness of the approach.

Beatty, B. J. (2013). Hybrid courses with flexible participation: The Hyflex course design. In L. Kyei-Blankson & E. Ntuli (Eds.), Practical applications and experiences in K-20 blended learning environments (pp. 153-177). IGI Global.
Hybrid Flexible Class: A Professor’s Guide to Hyflex Teaching

The article is written during the first-wave, post-shutdown, of the COVID-19 pandemic and advocates for instructors to move beyond a reactive/crisis-mode in order to begin implementing instructional practices that encourage interaction, reflection, learning, and skills development. Examples of recommended classroom practices for engagement, assessment, and use of technology are highlighted with an emphasis on establishing rules and expectations on active participation regardless of chosen modality along with the need advanced planning and implementation of innovative technology.

Ferrero, M. A. (2020, October 29). Hybrid flexible class: A professor’s guide to HYFLEX teaching. Medium. Retrieved September 2, 2022, from https://medium.com/the-faculty/hyflex-teaching-d1347143ef3d
Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes

An open educational textbook and resource on multi-modal design.

Beatty, B. J. (2019). Hybrid-Flexible Course Design (1st ed.). EdTech Books. https://edtechbooks.org/hyflex
HyFlex Course Delivery: Addressing the Change in Course Modality Brought on by the Pandemic

Teacher preparation programs need quality training courses that offer flexible, interactive alternatives to isolating online courses and classroom-based programs that limit students to a specific place and time. HyFlex aligns with learner centered instruction and offers a unique opportunity for educators to receive quality licensure courses. This article explores existing literature on the HyFlex course delivery method and discusses a case study done to examine student outcomes resulting from its use in a post-baccalaureate special education teacher licensure program.

Wilson, T. J., & Alexander, M. (2021). HYFLEX course delivery: Addressing the change in course modality brought on by the pandemic. Journal of the International Society for Teacher Education, 25(2), 41–58. https://doi.org/10.26522/jiste.v25i2.3668
HyFlex Course Design Model with Brian Beatty

An episode of the ThinkUDL podcast where Brian Beatty and the host discuss the values and principles of the HyFlex course design model, along with its history and implementation in several contexts. The website for the episode includes a list of additional resources about HyFlex.

Nave, L. HyFlex Course Design Model with Brian Beatty (Podcast) https://thinkudl.org/hyflex-course-design-model-with-brian-beatty 
HyFlex: From Brick to Click

Lessons learned at Athens State University after piloting the HyFlex model of instruction during the Fall 2020 semester.

Bergantz, L., & Gale, M. (2021). HyFlex: From brick to click. Society for Information Technology & Teacher Education International Conference 2021, Online, United States. https://www.learntechlib.org/p/219117
HyFlex Learning Community

A community of educators working together to improve student access to high-quality and equitable learning by using Hybrid-Flexible (HyFlex) learning environments.

Beatty, B. (2022). HyFlex Learning Community. Retrieved September 29, 2022, from https://www.hyflexlearning.org/  
Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach

This article introduces social work educators to the HyFlex blended learning model and presents the results from a five-week experiment utilizing the HyFlex blended approach in an undergraduate social welfare policy course. Benefits and challenges of the model are presented and discussed.

Malczyk. (2019). Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach. Journal of Teaching in Social Work, 39(4-5), 414–428. https://doi.org/10.1080/08841233.2019.1652226
Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-To-Face Learners in Rich-Media Real-Time Collaborative Activities

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of technologies (including video conferencing, web conferencing and virtual worlds), tasks (namely collaborative evaluation, group questioning, class discussion, problem solving and collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the designs. The main issues that teachers confronted when facilitating blended synchronous lessons were those relating to communication and those relating to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff.

Bower, Kenney, J., Dalgarno, B., Lee, M. J. W., & Kennedy, G. E. (2014). Patterns and principles for blended synchronous learning : engaging remote and face-to-face learners in rich-media real-time collaborative activities. AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 30(3), 97–111. https://doi.org/10.14742/ajet.1697 
Synchromodal Classes: Designing for Shared Learning Experiences Between Face-to-Face and Online Students

This paper introduces the efforts of the CEPSE/COE Design Studio at Michigan State University to design and implement synchromodal classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Synchromodalclasses refer to classes in which online and face-to-face students interact during shared synchronous sessions. It describes the antecedents that led to the development of synchromodal classes along with the strategy of a repeated cycle of designing, implementing, and adjusting the realization of synchromodal classes.

Bell, Sawaya, S., & Cain, W. (2014). Synchromodal Classes: Designing for Shared Learning Experiences Between Face-to-Face and Online Students. International Journal of Designs for Learning, 5(1). https://doi.org/10.14434/ijdl.v5i1.12657
Specifying Hybrid Models of Teachers’ Work During COVID-19

Based on interviews of seventy-five, K-12 instructors of different levels and subjects, this research article identified and differentiated three modes of hybrid instruction where students and instructors were either 100% in one modality or the other (parallel), switched between modalities (alternating) based on a schedule, and a combination of both modalities with one instructor teaching both at the same time (blended). The blended hybrid method was cited as most work-intensive for the instructor, with some stating that juggling multiple devices and splitting focus between online synchronous and face-to-face students simultaneously was difficult. Instructor found that incorporating more asynchronous online elements helped to improve instruction for the remote students and was less the work involved for all.

Bartlett, L. (2022). Specifying hybrid models of teachers’ work during COVID-19. Educational Researcher 51(2), 152–155. https://doi.org/10.3102/0013189×211069399
Strategies to Mitigate Challenges of HyFlex Instruction

HyFlex instruction is a pedagogical method that provides a student-centered experience, offering learners the choice of three different modalities of instruction: face-to-face, synchronous online and asynchronous online. There are a great number of advantages to this approach, but it does not come without its challenges. Instructors may find the undertaking daunting as there are many moving parts, but these difficulties can be overcome with a methodical process. A well-planned, thoughtful HyFlex course may be thought of as a scripted experience, one in which students are ushered through the three modalities seamlessly, regardless of which one they may choose in any given week. From comprehensive fully online modules to a well-choreographed synchronous or in- person session, there are strategies to help the HyFlex instructor manage all of the moving parts without stress or anxiety.

Hirschmann, K. & Riley, G. (2023). Strategies to Mitigate Challenges of HyFlex Instruction. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 245-251). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2023 from https://www.learntechlib.org/primary/p/221877/.
Student Choice, Instructor Flexibility: Moving Beyond the Blended Instructional Model

Due to the rapid increase in online course enrollments, online and blended education receives much research attention. However, a paucity of research exists for the Hybrid-Flexible (HyFlex) instructional model. This model allows students flexibility about how to participate in lecture and is geared toward providing students with educational choices and incorporating instructional technologies that mirror the personal technologies students use every day. This article outlines the development and testing of a modified HyFlex instructional model specifically designed for large, on-campus courses where students had three attendance mode choices (live online, face-to-face, or view a recorded session). To support curricular goals, the instructor implemented technology affording live lecture streaming, polling, and backchannel communication with negligible cost to students and little cost to the department. Highlighted results indicate the modified HyFlex instructional model had no negative impact on student performance in the class, both in overall learning and on individual grades. Furthermore, students greatly enjoyed the educational choices and overwhelmingly reported the incorporation of technology increased their participation in class and comprehension of course content. The authors discuss the findings, address study limitations, and offer suggestions for future HyFlex research.

Miller, J.B., Risser, M.D., & Griffiths, R.P. (2013). Student choice, instructor flexibility: Moving beyond the blended instructional model. Issues and Trends in Educational Technology, 1(1), 8-24. https://doi.org/10.2458/azu_itet_v1i1_16464
Student Perceptions on the Benefits of Flipgrid in a Hyflex Learning Environment

This study was a mixed method, exploratory study designed to investigate the perceived effectiveness of Flipgrid, an online video discussion board learning tool that can be utilized on a smart phone, in HyFlex delivery modality business courses. Results indicate that Flipgrid is a beneficial learning tool and further timely research should be conducted with HyFlex courses becoming more prevalent due to COVID-19.

Keiper, White, A., Carlson, C. D., & Lupinek, J. M. (2021). Student perceptions on the benefits of Flipgrid in a HyFlex learning environment. Journal of Education for Business, 96(6), 343–351. https://doi.org/10.1080/08832323.2020.1832431 
The HYFLEX Model

An overview of how to design HyFlex instruction. Challenges, as well as suggestions about ways to overcome those challenges, are identified to help instructors teach effectively using this model.

University at Buffalo. (2020, July 23). The HYFLEX model. Educational Design Collaborative. Retrieved September 12, 2022, from https://www.buffalo.edu/edc/AcademicPreparedness/HyflexModel.html 
Understanding by Design

Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses and content units called “Backward Design.” the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the three stages that backward design encompasses. Finally, an overview of a backward design template is provided with links to blank template pages for convenience.

Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved October 3, 2022, from https://cft.vanderbilt.edu/understanding-by-design/

Professional Development readings & resources

Gaps in Professional Development and Knowledge of Teaching HyFlex Courses in Higher Education

During the COVID-19 outbreak, 59% of higher education intuitions moved toward hybrid services (Selingo et al., 2021). A HyFlex course is a version of class delivery that incorporates in-class instruction, online synchronous sessions, and asynchronous content approaches. The specific educational leadership problem is that instructors may not have received enough professional development to feel comfortable delivering courses using a HyFlex method (Raman et al., 2021). Findings are based on the four themes identified from the thematic analysis process. Theme 1: Faculty members have not received professional development on HyFlex use. Theme 2: Professional development from the university was limited to the early adoption phase. Theme 3: Access to professional development from instructor research. Theme 4: There is a need for further professional development opportunities to enhance HyFlex implementation.

Armstrong. (2022). Gaps in Professional Development and Knowledge of Teaching HyFlex Courses in Higher Education. ProQuest Dissertations Publishing. 

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