During the past year or so, and especially since the onset of COVID-19, I have been hearing more and more about HyFlex course design and delivery models. Educator responses to the pandemic have brought the topic front and center. I’ve been drawn to the HyFlex model because it is one of the most learner-centric learning models I have seen.
What is HyFlex?
According to Columbia University in the City of New York Center for Teaching and Learning, “HyFlex combines the terms ‘hybrid’ and ‘flexible.’ Hybrid learning refers to learning that integrates complementary face-to-face (synchronous) and online learning (asynchronous) experiences in service of intended learning objectives.”
What is HyFlex built upon?
The HyFlex instructional approach is especially valid for adult learners and focuses on the adult learning theory of andragogy, developed by Malcolm Knowles. According to Knowles, there are five assumptions of adult learners: self-concept, the adult learner experience, readiness to learn, orientation to learning, and a motivation to learn. Additionally, there are four principles of andragogy. These encompass the ideas that adults need to be involved in their learning, that they build upon their past experiences in learning, that learning material must interest them, and that materials should be problem centered rather than content centered (Kearsley, 2010).
The HyFlex model also touches upon the Universal Design for Learning (UDL) Principles. The UDL guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Darci Duran is Associate Vice President for Learning Design (Higher Ed) at ansrsource, a full-service learning design company that partner with leading universities, corporations, learning technology companies, and publishers. Darci has worked in higher education for nearly two decades, serving as an Instructional Technologist, Systems Analyst, Webmaster, Online Marketing Coordinator, and Instructional Design Director. She is the past Chair for the Instructional Technology Council’s (ITC) Board of Directors; she served on the board for more than 3 years. Darci is also an adjunct instructor for hybrid and online Graphic Design courses. Darci has her Master of Science in Education with an emphasis in Instructional Technology through the University of Wyoming. She is a Quality Matters (QM) Peer Reviewer and facilitates the Applying the Quality Matter Rubric (APPQMR) Online and Face-to-Face Workshops. Darci has a passion for how technology can enhance learning. When Darci is not working, she enjoys hiking, spending time with friends and family, reading, graphic design and, of course, instructional design.
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