Rising to the Challenge of HyFlex

June 8, 2023

The concept of HyFlex learning in Higher Education is not new. However, the recent disruption to traditional classroom instruction caused by the pandemic reinvigorated discussion around the idea. Simply put it is an instruction model that designs courses which offer students the choice to participate in a class in person or synchronously using video conferencing, or asynchronously online via a learning management system. Thus, providing the greatest flexibility to the student, but without compromising the learning outcomes for every student.

Brian Beatty, who first developed the model in 2006, articulates on page 32 of Hybrid-flexible Courses Design: Implementing Student-directed Hybrid Classes (EdTechBooks.org, 2019) there are 4 values with associated principles for HyFlex design:

Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes daily, weekly, or topically.
Equivalency: Provide learning activities in all participation modes which lead to equivalent learning outcomes.
Reusability: Utilize artifacts from learning activities in each participation mode as “learning objects’ for all students.
Accessibility: Equip students with technology skills and equitable access to all participation modes.

Dr. Beatty continues his professional engagement and there is a great deal of insight on the HyFlex Learning Community site which grew out of his book.

The EDUCAUSE Learning Initiative (ELI) published “7 Things You Should Know About the HyFlex Course Model.” The National Education Association offers some advice on “Rethinking the Classroom for Hyflex Learning” that defines some key terminology, gives direction on implementation, and describes common pedagogical practices. J.P. Pressley does a good job in an article for EdTech magazine “Explaining the Difference Between HyFlex and Hybrid Teaching Models.”

“Student choice, Universal Design, and flexibility are key pillars of HyFlex’s promise. But less mentioned in the HyFlex conversation are questions about how we design the infrastructure and assemble the stakeholders required to build and support the environment in which we can successfully implement courses designed for HyFlex, with equal success for any modality a student chooses” Tracey Birdwell, Program Director, Mosaic Initiative, Indiana University Bloomington wrote in her piece “Learning Spaces,” 2023 EDUCAUSE Horizon Report, Teaching and Learning Edition, 37.

So, what role do librarians have at their institution as it faces this trending multimodal practice? Perhaps we should consider transforming our information literacy programs and start retooling our instructional spaces for the HyFlex modality. Because as this short video “An Introduction to HyFlex” by Dr. Beatty concludes: it is a student-driven hybrid, that “improves access to high quality equitable learning.”