Hyflex Educational Delivery Method

Overview

The hyflex (hybrid flexible) educational delivery method allows students to access, engage, and ultimately succeed in a course utilizing a flexible combination of face-to-face and online learning delivery methods. Course teaching and learning materials are available to students 24/7 and are accessible through multiple channels of delivery. All students, no matter which delivery they choose, will learn the same outcomes and participate in similar learning activities.

Current Practices at other colleges

Columbia University, NY (fall 2021)

https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/

Delivery Options
Face-to-face, Zoom into face-to-face sessions, or asynchronously using CourseWorks

Flexibility in Attendance
Students can choose/change which delivery options fit them on a daily basis

Classroom Setup
Classes can be run in video conferencing classrooms or typical/regular classrooms outfitted with cameras and microphones.

  • Screen 1: to show just remote participants
  • Screen 2: to show instructional materials
  • Camera 1: to show teacher and board
  • Camera 2: to show students in the classroom
  • Microphone 1: for the teacher (lavalier)
  • Microphone 2: hanging in the middle of the room to pick up students in class
  • Speaker 1: on the podium for in-class students

Software

Zoom: Synchronous
Courseworks: Asynchronous

University of San Diego, CA

Classroom video tour: https://www.sandiego.edu/its/support/classrooms/hybrid-classroom-technology.php

Delivery Options
Face-to-face, Zoom into face-to-face sessions, or asynchronously using Panopto

Classroom Setup

  • 2 HD cameras with optional pan, tilt, and zoom options
  • 2 microphones to capture the instructor and student voice
  • Touch screen monitor with pen tool on the side of the monitor
  • Document camera (that can also be used as a camera input)
  • Updated podium control panel to choose camera shots

Software

Faculty will have access to Zoom and Panopto on all classroom podium computers where they can launch the software to access these upgrades. 

Zoom: The synchronous tool allows 2-way video conferencing during class connecting to remote students.
Panopto: The asynchronous tool, records, and captures videos to be viewed later.

Best Practices

IDENTIFY YOUR COLLEGE’S GOALS WITH HYFLEX

Clearly identify why your college is moving to a hyflex course model. What problems are you trying to address and solve?

Clearly define what hyflex will mean for your college. Strictly face to face and online? Or, face to face, blended, and online? Or, will students be allowed to flex and flow between all three models seamlessly?


COLLABORATION

Include as many support departments, staff members, and college-wide stakeholders as possible in the earliest stages of hyflex development. Uncover potential obstacles as early as you can by soliciting a wide variety of opinions.

Maintain a diverse team of collaborators to assess and review your hyflex team’s developmental progress. Heed feedback and make appropriate changes along the way.

Utilize your collaborative team when assessing for return on expectations and when evaluating for continuous improvement.


SUPPORT

Forward-thinking, positive, and supportive IT Dept
IT/PC Services must optimistically embrace and support the transition to hyflex. They must be problem-solving collaborators with faculty and staff with a can-do attitude.

Multiple student support departments
Support must be established to cover all areas of anticipated student need.

College support to change to hyflex
The college and administration must demonstrate support for the new hyflex system.


PREPAREDNESS

Teacher preparedness, knowledge, and experience
Teachers must have a thorough understanding of how to successfully use the hyflex delivery method and the technology needed to succeed in using it.

Preassess Student technology access
Before class begins, students must have the required technology they will need to help them succeed.

Pre-assess Student Preparedness and Training
Students must be trained to use the class technology effectively to help them succeed.


LEARNING

Learning Outcomes
Clearly defined learning outcomes should direct all teaching and learning activities. While teaching and learning methods and activities might vary by delivery method, outcomes should remain consistent.

Equal Expectations
Students are made aware that no matter which mode of delivery they choose, they will be expected to turn in quality work and meet all learning outcomes.

Student support
Student support staff and departments must be proactively engaged in each hyflex class.

Learner Choice
One singular course provides students with multiple ways to participate and engage.

Equivalence
While the modes are not always equal, they should provide equivalent learning outcomes.

Consistent learning materials
Learning materials should be similar across all modes of delivery. In-class demonstrations, tutorials, lectures, and knowledge-sharing should be posted for all to access.

Accessibility
Students must have access to the technology and skills to access their chosen mode.


TEACHING

Design for online first
Teachers considering teaching hyflex should consider developing a fully online, asynchronous course first. This leads to a results-focused design where learning outcomes drive the content and activities and a better idea of how instructional methods and learning activities will transfer across modalities. (Top tips for designing a HYFLEX course 2020).

High expectations for all modes
Faculty must expect students to excel and meet high standards in all modes of delivery.

Flexible teaching attitude
Teachers should expect problems to arise and interrupt their classroom. Teachers must remain flexible and positive when working through these issues.

Teacher support
Teachers should be aware of their support staff and departments and how to reach them on short notice.

Teacher Assistants
Help the instructor by monitoring the chat board and asking

Student buddies
This pairs a remote learner with a face-to-face learner to increase engagement, participation, and a sense of belonging.


TECHNOLOGY

Consistent Course Management System
Synchronous and asynchronous software to meet faculty, student, and support services’ needs.
Hosts all learning materials and interactions for all students in all modes (Courseworks, Panopto)

Standard classroom technology setup
A standard classroom hyflex setup should be established and implemented where appropriate on campus. Multiple cameras, microphones, and screens should be utilized to build an engaging and inclusive learning environment for all students.


CONTINUOUS IMPROVEMENT

Continuous student needs assessment
We must continue to evaluate where student support is falling short and fix it.

Student Evaluations of Instructors and Course
Each course and session should be evaluated by students. They should give immediate feedback regarding successes and areas to improve. Instructors should adjust the course to improve it regularly.

Peer-to-peer Instructor Evaluations and Classroom Visits
Frequent instructor collaboration and review of each other’s work and methods. Positive sessions where faculty discuss successes, areas needing improvement, and plans for change and improvement.

Frequent sharing between faculty
Time must be set aside to allow faculty to frequently share, conceptualize, and practice hyflex ideas and methods.

Up-to-date faculty and staff
Faculty and staff remain up-to-date on current trends and techniques and share them and implement them effectively.

References

Beatty, B. J., ed. (2019). Hybrid-Flexible course design: Implementing student-directed hybrid classes (1st ed.). EdTech Books. Retrieved from https://edtechbooks.org/hyflex. 

Hybrid/HyFlex teaching & learning. Columbia CTL. (n.d.). Retrieved September 11, 2021, from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/.

Inside higher ed. Blendflex lets students toggle between online or face-to-face courses. (n.d.). Retrieved October 19, 2021, from https://www.insidehighered.com/digital-learning/article/2018/01/24/blendflex-lets-students-toggle-between-online-or-face-face.

Virtual/hybrid/HYFLEX classroom technology setup. Virtual/Hybrid/HyFlex Classroom Technology Setup – Information Technology Services – University of San Diego. (n.d.). Retrieved November 4, 2021, from https://www.sandiego.edu/its/support/classrooms/hybrid-classroom-technology.php.

Fresno State. hyflex. (n.d.). Retrieved November 30, 2021, from https://www.fresnostate.edu/academics/cfe/toolsforteaching/hyflex/index.html#hyflex_at_FS.

Top tips for designing a HYFLEX course. Quality Matters. (2020, September 15). Retrieved November 30, 2021, from https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/hyflex-course-design-tips.

Contributions by:Natalie MilmanValerie IrvineKevin KellyJack Miller Kem Saichaie. (2020, July 7). 7 things you should know about the HYFLEX course model. 7 Things You Should Know About the HyFlex Course Model. Retrieved November 30, 2021, from https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model.

Universal Design for Learning. Universal Design for Learning: Disability Resources: University of Rochester. (n.d.). Retrieved November 23, 2021, from https://www.rochester.edu/college/disability/faculty/accessible-course-materials.html.