HyFlex, like andragogy and UDL, focuses on how learners prefer to learn.
How is HyFlex different from a hybrid approach?
HyFlex is a newer model but may sound similar to a model that has been around from some time—hybrid course delivery. So, how is HyFlex different from hybrid?
According to Penn State, “a hybrid approach to course delivery combines face-to-face classroom instruction with online activities.” In a hybrid approach, the instructor typically decides what can be done face-to-face and what is done online. I’ve often seen this in a format where the instructor asks learners to read their materials before class and then do hands-on activities during the face-to-face classes, for instance.
HyFlex, on the other hand, offers the learner the options of learning face-to-face, experiencing the course synchronously via the internet, or utilizing an asynchronous format. The student can choose based on the topic and on personal preference and circumstances. This student choice is a key difference between hybrid and HyFlex.
I’ve heard HyFlex referred to as Hybrid 2.0, taking hybrid to the next level, or as student-directed hybrid. HyFlex offers flexibility to maximize a learner’s learning path.
What are the key benefits of a HyFlex model?
One key benefit of a HyFlex model is how aptly it meets student needs. This model is flexible to meet a student’s schedule and learning preferences. The learner will have more access to learning materials and will also have the benefit of experiencing a very-well-thought-out course. Because of the complexity of building a HyFlex course, the individuals involved in designing the course must invest in terms of time and resources to ensure the learning objectives are being met.
Another key benefit is how adaptive the HyFlex model is. As we experienced recently with COVID-19, being flexible is vital. If a class is built using the HyFlex model, going completely online (removing the face-to-face aspect of a class) is not nearly as disruptive. The HyFlex model leverages the best from synchronous and asynchronous learning.
What challenges are presented using a HyFlex model?
As a learning designer, one of the challenges I see with HyFlex is the number of resources needed to develop a successful course. Instead of building one learning experience, the HyFlex model necessitates building three separate delivery methods—face-to-face, synchronous online, and asynchronous. And each option must align with the curriculum.
Another challenge is that, depending on how well the learner knows their individual learning preference, the learner may need more guidance as to what format they should utilize to learn a particular topic. Instructors may need training to help guide the learner to determine which learning journey works best for them. Instructors may also need to obtain additional training for the technology used in their HyFlex model course.
Future of HyFlex models
Will the HyFlex model stick around? It’s difficult to say at this point, but I believe it will. Especially after this last year, we have found that offering choices and leveraging technology will help us be flexible in case of emergencies. 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.
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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