How to HyFlex: Tips on Flexing a HyFlex Learning Model

Earlier, I wrote an article on the differences between Hybrid and HyFlex learning models. As a next step, I felt it would be useful to further discuss the elements and modes of the HyFlex model and how to successfully implement HyFlex into our classrooms. I started looking more into how to best utilize a HyFlex model and talked to my colleagues about what they were doing, their challenges, and the successes they were experiencing when implementing this student-centric learning model.

What is HyFlex and how can we flex HyFlex? According to Columbia University in the City of New York Center for Teaching and Learning, “HyFlex combines the terms ‘hybrid’ and ‘flexible.’ HyFlex allows for customized learning and encourages the learner to take the lead in their own learning, meeting learners where they are and helping them move forward.” In a HyFlex model, student have the choice of how they want to attend a class or learn a subject. This is one of the strengths of HyFlex; it is a very student-centric leaning model.

Elements of a HyFlex Course

What are the elements of a course that make it HyFlex? Brian Beatty, Associate Professor of Instructional Technologies at San Francisco University and editor of  Hybrid-Flexible Course Design (Beatty, ed., 2019), presents four core values informing HyFlex courses:

• Learner Choice — The course provides alternative participation modes that are meaningful and allow students to choose the mode of engagement that works best for them.
• Equivalence — The modes, though not equal, provide equivalent learning outcomes. All students are expected to reflect, contribute developing ideas, and interact with their peers in the process of learning.
• Reusability — Artifacts from learning activities in each mode are captured and can be reused in other modes. Representations of in-class activities (recordings, discussion notes, etc.) are available online for all students; activities produced by online students (asynchronous discussions, posted files, etc.) connect to and support all students.
• Accessibility — Students are equipped with the technological resources and skills to equally access all participation modes. Universal Design for Learning principles are considered.

Modes of HyFlex

Now, let us take a closer look at the different participation modes used in HyFlex. There are three modes, and they include:

• Face-To-Face (F2F): Learners will attend class, F2F, in a traditional classroom setting. HyFlex F2F classroom sessions are different from traditional F2F classroom sessions because they are also livestreamed and recorded.
• Online Synchronous: Learners will watch your class during a livestream online format; they watch you teach live.
• Online Asynchronous: Learners will be watching the posted recording of the class session online at their convenience. You can also add other activities such as knowledge checks, assessments, readings, etc., when you post the online recording.

Resources Needed

How can we build effective HyFlex courses? HyFlex’s success is often dependent on the institution’s resources and faculty time to develop and implement a course. According to the text A Faculty Transitional Journey from Single Mode to HyFlex Teaching: San Francisco State University, “A university wishing to increase its students’ engagement and access by adopting a HyFlex approach should first assess the readiness on both fronts, the technology budget and faculty commitment” (Merchant, 2019).

Since an institution is essentially building three versions of a course, the institution should expect to plan its resources accordingly. For the F2F modality, the institution will need to ensure that they have the proper technology (hardware and software) set up into the classroom setting.

• First off, you will want to ensure your classroom has a stable, high-speed Internet connection. Especially video takes a lot of bandwidth, so this will be vital for the learners who are not in the classroom.
• For setting up your classroom, you will likely want to work with your IT or Academic Technology staff. One thing to consider when looking to outfit your classroom is choosing a video conferencing platform. You will want to use a software product that is stable and reliable. A few of these include Zoom, Kaltura, Microsoft Team, and Google Meet. Most institutions also use a Learning Management System (LMS), so you will want to make sure your video conferencing platform can be integrated into the LMS.
• You will want to make sure that you have appropriate audio and video equipment in the classroom. These solutions should be easy for the instructor to use. It’s important that the hardware installed will not disrupt the flow of the class. Stem Audio ecosystems is one example. And you will want to use a good camera. Most classrooms are set up with multiple cameras to obtain different angles. A couple of good cameras are the Aver CAM 520 PRO and the PTZ Optics 30X CAM.
• Using an interactive board can really enhance the engagement in a HyFlex classroom setting. This can add a level of interactivity that can be captured for both the F2F learners as well as the remote learners. A few options are the NEC Infinity Board, Google Jamboard, and the SMART Board 7000R Pro.
• When building online synchronous and asynchronous elements into your LMS, you can add interactivity with such tools as Kahoot!, FlipGrid, Virtual Tours, Headspace, and ScreenCastify. These are just a few examples, but there are many others to choose from. You will want to ask your IT or AT staff what is available.

Training—for both instructors and learners—is essential in implementing the HyFlex model.

Instructors need support. Instructors have various skillsets when it comes to the technologies used in a HyFlex Model. They need to be trained on how to use the classroom hardware, the presentation software, media content development, and the andragogy behind this teaching model. Team teaching where there are multiple instructors can help. Another resource that could be useful is having student support services embedded in the classroom to assist learners and instructors.

Learners also need support. Students should be educated on the different choices they will have access to. They may need guidance on which mode for a certain subject will work best for their different learning preferences.

Tips for Teaching HyFlex

• When teaching the F2F class session, make sure you arrive early to the classroom to ensure that all of the technology is set up and working properly.
• Acknowledge all groups of learners during lectures and activities. You can call on the online synchronous learners as well as in-person learners during the F2F session, and remember to ask them questions. Having a teaching aid or some other individual help monitor the online chat can also help build community. You will want to set expectations on how the chat feature works in your synchronous class session.
• Plan knowledge checks to ensure that all students view or attend all sections of the course. For instance, after a planned F2F session, ask all of the learners (whether they attended virtually, F2F, or asynchronously) to do content quizzes, application exercises like case studies, or reflection discussion questions. These knowledge checks should be low-stakes and can be used as formative assessments.
• Make sure all of the course materials are accessible.
• After you have recorded your F2F session, make sure you upload the recording within a couple of hours.
• Provide all graded assessments online for all groups.
• In the F2F class, refer to work/contributions submitted by the synchronous and asynchronous students to show that you value all students in the class.
• Communication is essential, so make sure you have a clear way for students can contact you if they need assistance.

From what I am seeing and hearing, HyFlex is going to be around for the future of learning modalities. I look forward to seeing how we rise to the occasion and to the continued success of colleges implementing HyFlex models.

Resources:

A Faculty Transitional Journey from Single Mode to HyFlex Teaching: San Francisco State University. In B. J. Beatty, Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books. Retrieved from https://edtechbooks.org/hyflex/sfsu