Some Frequently Asked Questions regarding HyFlex learning approach
What is HyFlex Learning? How does it work? What are the tools needed to get started? This guide will help instructors answer these frequently asked questions by providing practical overview of what a HyFlex Classroom looks like.
Hybrid Flexible or HyFlex Learning is a student-directed model which uses online and on-site participation modes to provide flexible learning paths and allow students to decide for themselves which path is “best” for them on a daily or weekly basis.
In a HyFlex Class, students can choose to attend class either in an assigned face to-face environment or in an online environment, synchronously or asynchronously. (Beatty, 2019)
Lectures are delivered live for classroom and synchronous students, and either recorded (in the live session) or pre-recorded for viewing by asynchronous learners.
Students who opt to participate asynchronously can complete the required class work prepared by the instructor at their own pace, but they could still be subject to the course timeline set by the teacher. Asynchronous work will contain the same learning objectives intended for live and synchronous participants, and is usually preferred by students who may be employed on the side but are unable to participate in live or synchronous classes.
HyFlex learning requires teachers to provide equitable access to the class materials, resources, tools, and platform for all students regardless of their learning pathway, and all classes must be recorded for asynchronous learners. This is to ensure that everybody will arrive at the same learning outcomes whatever method of lesson delivery students may choose.
The HyFlex model aims to accommodate all learning styles, makes use of active learning and flipped classroom strategies, collaborative learning, differentiated instruction, and encourages partner/group activities and peer-to-peer interaction.
Accommodating all learning styles means understanding how students learn best in order to create good and suitable learning experiences. This involves engaging students in activities that enhance active learning such as problem-based or project-based learning, case studies, demos, debates, etc.
The flipped classroom strategy is also a common practice in HyFlex learning. Lecture materials, presentations, and readings are viewed or done at home or outside the class, while actual class time is spent synthesizing learning materials and assigned reading, applying what students have learned, and using higher order thinking skills. Also, by gathering and understanding students' unique contexts, the teacher is able to craft differentiated instruction that meets varying students' learning needs.
In HyFlex learning, the teacher encourages collaborative learning, group activities, peer-to-peer interaction, and ensures that students are able to interact with each other in real time especially for those attending the class live or synchronously online. For students who are learning asynchronously, it is helpful to maintain a chat stream to capture interactions during synchronous instruction. Asynchronous discussion boards can help connect students learning synchronously with those learning asynchronously
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The HyFlex model operates under four principles: Learner Choice, Equivalency, Reusability, and Accessibility.
It can never be called HyFlex without 'Learner Choice'. Students should be given the freedom to choose among alternative participation modes daily, weekly, or topically. How they want to fulfill the requirements of the topic or course is completely up to them, and teachers should not force everyone into the “best” way of learning a set of content.
'Equivalency' refers to providing learning activities in all participation modes that should lead to equivalent learning outcomes, which makes it one of the greatest challenges in the HyFlex approach. Due to varied modes of participation that students could choose from, arriving at the same learning outcomes is not always a guarantee, but it is what we hope for. Students should be challenged to reflect upon learning content, contribute their developing ideas to the discussion, and interact with the ideas of their peers. Whatever the case may be, designing flexible learning experiences should not lead to inferior learning and poor instructional practice.
'Reusability' is making artifacts from learning activities in each participation mode available to students as 'learning objects' which can be accessed anytime. This is why it is imperative that class activities which take place in classrooms be captured and recorded, so that they can be archived in an online-delivered form for online/asynchronous students' viewing. Podcasts, video recordings, discussion transcripts or notes, presentation files and handouts, and other forms of representation of in-class activities can be very useful – both for online students and for classroom students wishing to review after the class session is finished.
Finally, and perhaps the most difficult principle to meet, is 'Accessibility'. Teachers must ensure that students are equipped with the technology, technological skills, and access to all participation modes without necessarily spending the class time just learning about the technology and how to navigate through it. Teachers should also make all course materials and activities accessible to and usable for all students. For example, audio or video recordings should include text transcripts or be close-captioned, web pages and learning management systems must be “screen reader friendly”, and all forms of online discussion should meet universal design guidelines for accessibility. As mentioned, this principle is hard to fulfill, but nevertheless should be striven for.
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Provide a Hyflex Training Course for the teachers, staff and students
It is necessary to provide training for the teachers, staff, and students regarding the new mode of instruction, which is the Hyflex learning. Campuses that choose to offer HyFlex learning will need to invest in additional support and training for faculty, students, and teaching assistants. Through this they will be able to familiarize themselves to the objectives and purpose of HyFlex learning, to know more about Hyflex class set up, course protocols, technologies needed, for the students to choose how to best engage and of course most importantly to train teachers in creating a well-designed HyFlex class that can provide meaningful learning opportunities for all students.
Plan an effective Hyflex teaching and learning environment for all students in every participation mode . This includes planning of class sessions, students’ interaction and learning activities ahead.
We need to plan ahead. With the course learning objectives, the diversity of learners and classroom setup in mind, we need to plan each class sessions. Allocate time for setting-up, engaging in informal check-ins with in-person and remote students; pausing to check chat and answer student questions, providing guidance and clear instructions to in-person and remote learners, learning activities and assessment. Share these session plans with Teacher’s Assitant(s) (as applicable) and learning activities and agendas with students in advance of synchronous class sessions so that they can remain focused and know what to expect and when to engage with course materials and participate.
It is also important to design and plan for inclusion of in-person and remote learners. Create community through activities that engage all students and connect in-person and remote students with each other. Build in activities that create a sense of belonging and motivation among all students, whether or not they are in the same room or on the same screen. Set up icebreaker activities that require universal participation, pairing students between zones to introduce each other to the rest of the class, or setting up response activities in chats or discussion boards. Building in opportunities for peer interactions and team-based collaboration across both learning modalities is important.
Familiarize yourself with the technology in your classroom
Before the start of the course, visit your assigned classroom The physical space must be designed to ensure that online and in-person students have an equitable and engaging experience with the instructors.
Test out the technology available in the room – projector, microphones, audio, adjusting camera(s)), connecting your own device(s), and your positioning in the space (e.g., will you need to stay close to the instructor station/podium or your computer so your remote students can hear you?). If using the chalkboard or whiteboard, make sure it will be visible to your remote students, or consider using a device and stylus to project in-class and to your remote learners.
Know who to contact for classroom technology support before or during a class session. With the classroom technology in mind and knowing that issues may arise, prepare a back-up plan and tell your students what you will do and what they should do in case of tech issues.
Make all the materials accessible
HyFlex instructors repeatedly emphasize the importance of pre-class announcements, instructions to students, and written directives during class activities to minimize the chance that class time is wasted and confusion about how to engage.
Post all materials (including class agenda, links to collaborative documents, instructions, engagement and assessment opportunities) that students will need for a synchronous class session ahead of time and set-up mechanisms for all students to turn in work they develop in class ahead of time.
Post recordings of class sessions and plan for engagement with the materials. This may include discussion threads, prompts for annotating or further developing slides or other materials presented in class, peer editing exercises, or interactive reflection or journaling prompts.
All participants— regardless of the path taken —must have equitable access to the learning resources, to the instructor, and to one another.
Prepare to assess and evaluate learning outcomes
Preparing and planning for a successful HyFlex course requires faculty to craft a comprehensive instructional strategy for engaging and assessing students. Teachers must develop a rapport with each student and assess students at multiple points during the course to ensure that they have a positive experience and achieve the learning outcomes of the course.
More information can be found here.
7 key technology components required for HyFlex learning
1. A centralized hub for the course
While a learning management system (LMS) is a standard tool for online learning, it’s been viewed as somewhat unnecessary for in-person classes. Why take the time to upload materials that students acquire during class? But as more and more institutions work toward offering a HyFlex modality, making use of an LMS is going to be necessary. Students need to be able to log into a centralized system to access course materials, participate in discussions and verify due dates. And these platforms are just as crucial for instructors.
“The learning management system is critical for handling all administrative aspects like collecting assignments and grading".
2. Synchronous web conference system
The key differentiator between HyFlex learning and other hybrid models is that the former makes use of video streaming to allow remote students to attend class in real time. One undeniable benefit of this is that participants are still able to see one another.
There are many types of web conference systems on the market, but they can vary considerably. For starters, some options pose more security risks than others. It’s also worth considering what features are essential and whether it’s worth investing in a tool that can further enhance the classroom experience.
Depending on the platform, some useful features can include:
Polling
Breakout rooms
Chat functionality
Screenshare capabilities
Lecture capture
Mobile apps
3. Video platform service
Streaming classes isn’t the only way HyFlex courses should leverage video. Some students will inevitably want to participate asynchronously all the time. There will also be instances when students will need to miss class due to illness or a scheduling conflict. In any of these cases, being able to access recorded content is crucial.
“Students are doing more video projects, It’s important to have the technology that enables students to upload videos and faculty to grade them and mark them up with feedback.”
4. High-quality classroom hardware
To implement a HyFlex learning model, a typical classroom just isn’t sufficient. Faculty need to be in an environment that’s equipped to support video streaming and collaboration. Because both students and instructors need to be able to see and hear one another, there are more tools than you might expect.
Ideally, a HyFlex classroom setup would include:
High-quality cameras
Multiple microphones
Speakers
Monitors or displays
Computer
Tablets
This can be a lot for instructors to handle, so it’s worth having some backup. “For schools that have the resources, having a teaching assistant in the class to run the technology for the faculty member so they can focus on teaching is ideal".
5. An integrated ecosystem
Many schools have implemented something akin to hybrid learning in the past by making use of a patchwork of disparate tools. While this approach can work for a while, it’s really only a temporary fix during an emergency.
The only way to deliver HyFlex that’s truly effective is to integrate all of these technologies.
“The microphones have to talk to the video software, the video software has to talk to the LMS, the LMS has to talk to the student information system (SIS), and ultimately, you’re also communicating with a person’s home office network – all of those have to work together.”
6. Accessibility
An instructor leading a well-designed course that incorporates technology is only going to be effective if students are able to participate. But bad internet connections and lacking an adequate device can pose serious problems for students.
There are a few ways schools can circumvent these types of issues. One is to make sure that asynchronous content is always available so that students can catch up later if they were struggling with their internet connection during class. Some schools have even helped students who lack access to a computer with laptop loaner programs.
7. On-demand support
Lastly, being able to receive 24/7 support is critical for sustaining a HyFlex learning model. It’s always possible that something could go wrong during a critical moment during class.
“If there’s an issue with something like turning on a computer, connecting to the Wi-Fi or getting into the video conferencing software, as seconds tick by, you erode the learning experience"
Instructors and students alike should be able to call some sort of hotline to seek assistance with their issue. The vast majority of problems can be solved remotely. But should the problem persist in a classroom, it’s important to have a dispatch system in place so someone can come to provide assistance – whether that be physically or through remote access.
The problems related to the implementation of Hyflex learning affects everyone involved in the education system. These include the teachers, students, and the academic institution themselves. Here are some of the challenges that the education system may encounter during the implementation of Hyflex learning.
Hyflex approach requires greater responsibility from students and some lack the skills, maturity, and self motivation to succeed in such an environment. Students may also lack the necessary resources required to participate in hyflex learning.
On the other hand, teachers may be uncomfortable in teaching asynchronously due to the lack of interaction and uncomfortable also in teaching synchronously due to camera exposure. In some cases, teachers may also find it difficult to convert their teaching resources for hyflex learning.
In relation to academic institutions, some may find it challenging to apply hyflex learning because they do not have enough resources to do so. For those that do, their main concern is how they could efficiently maximize their resources to execute and manage the implementation of this approach.
Originally, Hyflex approach is designed for tertiary education. Adapting it for basic education may require intensive exploration and transformation.
Students are able to customize their education to fit their needs, whether they need a more hands-on, in-person approach or thrive in an asynchronous online environment where they work more independently. Students find the ability to choose whether to attend and participate in class session in the classroom or online. Other benefits include: more learning opportunities through LMS materials and activities or the Learning Management System, more control over their pace of learning, more schedule flexibility and the ability to learn how to learn online without committing to an “only-online” course.
On the other hand, the teachers may see improved participation as students are in control of how they participate in class. Another value added to consider is the power of providing participation options to support students' unique needs and preferences. Indeed, it is very impossible to predict the "best" participation pattern for any single student. But, with a HyFlex design, students can have an amazing number of possible participation paths they can follow through a typical class.
The school benefits from having more accessible courses through multiple modalities attracting more students and maximizing the use of the institution's equipment. It will be a great advantage for the school if they can afford to adopt Hyflex learning. And more importantly, HyFlex offers a new sense of what is possible when it comes to where someone is taking classes, providing a global economy and society with more options.