Designing a Course for Hyflex Delivery

In this section you will find information on

Defining Hyflex Delivery

 

Hybrid Flexible (Hyflex) course delivery combines three (3) course modalities, namely: Face-to-Face, Online Synchronous, and Online Asynchronous all at the same time for one course. Students are given the flexibility to select their preferred modality and are also given the option to switch back and forth as desired.

 

Principles of Hyflex Teaching and Learning 

According to Brian J. Beatty (2019), flexible course design centres around four principles:

  1. Learner Choice – This pillar requires that there be alternative participation modes from which students can choose on a session-by-session basis. According to Beatty (2019) “choosing to implement this principle requires that an instructor values providing participation choice more than they value forcing everyone into the ‘best’ way of learning a set content.” 
  2. Equivalency – Learning outcomes are the same in all participation modes.
  3. Reusability – Learning resources and artifacts from all modes are “learning objects” for all students.
  4. Accessibility – Students should be equipped with technology skills and equitable access to all modes.

Source:
Beatty, B. J. (2019). Designing a Hybrid-Flexible Course: Creating an Effective Learning Environment for All Students. In B. J. Beatty, Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books. Retrieved from https://edtechbooks.org/hyflex/hyflex_design

Course Learning Outcomes in Hyflex Delivery

In a hyflex course, the course learning outcomes must be written such that they can be met effectively in all student participation modes (face-to-face, synchronous online and asynchronous online).

Hyflex Assessment Design Considerations

The major challenges for learning assessment in a hyflex course are to

  1. develop assessment techniques and tools that are effective in alternative modes (online synchronous and asynchronous), and
  2. coordinate assessment practices to avoid challenges associated with assessing learning at different times, places, and perhaps with different methods for students participating in different modes.

Developing Content for Hyflex Delivery

Research has shown that it is often the students who participate synchronously online that are forgotten and fail to be meaningfully integrated into the classroom community during hyflex delivery. By starting your design with your online students in mind, you will ensure that your course is “digital by design” and that students who choose an online participation mode are included from the beginning. When you design an activity, you need to conceptualize it from the perspective of all participation modes: What will be the asynchronous online experience? What will be the synchronous online experience? What will be the in-person experience? What steps and structures do I need to put into place to ensure a seamless experience for all participation modes? 

Tips for developing hyflex content include

  • Keeping it simple by ensuring all content is relevant to the course learning outcomes;
  • “Chunking” the information using weekly D2L modules and our Storyboard Template;
  • Avoiding posting large blocks of text by using built-in formatting tools and H5P;
  • Using different techniques to present information such as video, audio, images, etc.;
  • Using a “Start Here” D2L Module (our D2L UDL Template includes a customizable one; you can request the template to be added to your course by emailing LDSTeam@flemingcollege.ca);
  • Using D2L tools like Calendar, Checklists, News, Class Progress, and Release Conditions to help students stay organized;
  • Providing practice and feedback opportunities; and
  • Creating a digital sharing space to allow students to pose questions and learn from each other’s learning strategies.

Developing Learning Activities for Hyflex Delivery

When designing hyflex learning activities, begin by developing activities for your asynchronous learners, then adopt these activities for synchronous learners, and finally for in-person learners. 

If we want our students to be engaged in our teaching, we need to engage them through active learning; while this is true of in-person delivery, it is crucial for hyflex delivery. Active learning requires students to engage in activities that can lead to deeper learning. Activities range from whole class discussion, group work, think/pair/shares, jigsaws, bookends, one-minute papers and so much more.

Some examples of joint in-class/remote activities include: 

Resources