Hybrid Flexible (HyFlex) Instruction: Simultaneously Managing Online and Face-to-Face Learners

Concurrent Session 6

Session Materials

Brief Abstract

This workshop will provide in-depth information on how to effectively implement and manage HyFlex classroom teaching that maximizes learner engagement and achievement while accommodating the needs and expectations of learners. Through group discussion, participants will discuss potential problems and challenges of teaching a HyFlex course by identifying their possible solutions.

Presenters

Lead Presenter: Kadriye Lewis, Childrens Mercy Hospital - Department of Pediatrics - UMKC School of Medicine

Kadriye O. Lewis, EdD, is the Director of Evaluation and Program Development in the Department of Graduate Medical Education at Children's Mercy Hospital CMH). She is also Professor of Pediatrics at the University of Missouri-Kansas City School of Medicine (UMKC SOM). Prior to coming to Children's Mercy, Dr. Lewis worked for Cincinnati Children's Hospital Medical Center (CCHMC) for more than 13 years. She played a major role in the development of the Online Master's Degree in Education Program for Healthcare Professionals. This program has developed a national and international reputation for excellence and played an important role in training future leaders in medical education. Dr. Lewis served as an education consultant to the medical center's faculty development program. She applied her educational background and academic skills to health literacy by establishing a Health Literacy Committee at CCHMC in 2007 and chaired this committee successfully for three years. She also received Medical and Academic Partnerships Pfizer Visiting Professorships in Health Literacy/Clear Health Communication grant in 2008. Along with her many accomplishments in the area of scholarly activities, she also established the e-Learning SIG in Medical Education for the Academic Pediatrics Association (APA) and chaired this group for six years. Dr. Lewis served as an education consultant for a national-level industry-sponsored project (Abbott Nutrition) on e-learning development in pediatric nutrition education for over six years. She also worked with the infectious disease team at CMH as a Co-PI for the Pfizer-funded CoVER project (Collaboration for Vaccination Education and Research for Residents). This project produced a unique training model in vaccine education for residency programs with its interactive modules that were implemented nationally at 26 institutions. Currently, she is involved in an NIH-funded grant project on genome, and various curriculum development projects for the graduate medical education programs at CMH. Dr. Lewis is active in medical education research and her scholarly interests are focused on e-learning design, implementation of innovative technologies for curriculum delivery at many levels in healthcare education, including performance-based assessment, the construction of new assessment tools as well as the improvement and validation of existing tools and methods. Dr. Lewis presents extensively at many professional meetings and conferences and has been a keynote/an invited speaker at many international and national universities. In addition, she is the Medical Education Section Editor of Annals of Medicine Journal (https://www.tandfonline.com/journals/iann20/sections/medical-education).

Extended Abstract

HyFlex design, short for "Hybrid Flexible design," is an educational approach that combines both online and in-person learning to provide flexibility and adaptability in delivering instruction (Beatty, 2019). The term "HyFlex" was first coined by Dr. Brian Beatty, a professor at San Francisco State University, in 2007 (Beatty, 2007a; Beatty, 20014). He developed the HyFlex course model as a way to provide learners with flexibility in choosing how they attend and participate in a course. This approach has gained popularity in recent years due to its ability to provide learners with options and flexibility in their learning experiences, especially in situations where factors such as location, schedule, or other constraints may limit their ability to attend in-person classes consistently. Thus, the HyFlex course model has been adopted by many institutions (e.g., higher education, K-12 schools, and other learning environments).

 

HyFlex design typically involves the use of technology, such as learning management systems, video conferencing tools, and other digital resources, to facilitate online learning. This model allows learners to choose whether to attend class in-person, online in real-time synchronously, or asynchronously online, and to switch between these modes of attendance throughout the course or a training program (Beatty, 2019). This allows learners to have flexibility in how they access course materials, engage in discussions, and complete assignments based on their individual needs and preferences. At this point, instructors play a crucial role in HyFlex design to carefully plan and deliver course content in a way that is accessible and engaging in all three modes. This may involve using multimedia, interactive activities, and collaborative tools to create a rich learning experience both in-person and online format. However, teaching a HyFlex course may present unique challenges, and not many instructors would easily transition from one mode to another or simultaneously manage online and face-to-face learners to provide the same high-quality educational experiences using the several types of technology-enhanced teaching modalities. It is crucial for instructors to apply effective teaching and learning strategies, including technology tools that would provide a flexible and engaging learning experience for all learners.

This workshop will focus on how to carefully plan and implement HyFlex courses to ensure that it meets the needs of both learners and instructors and provides a high-quality learning experience. The workshop will cover the universal principles of HyFlex course design that is built upon four fundamental values: (1) Learner Choice, (2) Equivalency, (3) Reusability, and (4) Accessibility, including how to communicate course expectations and guidelines for each mode of instruction. Faculty and learners’ responsibilities will be discussed in the context of how to attain the course goal and objectives in a HyFlex teaching format. The session will address the effective HyFlex classroom management strategies for both online and in-person learning components, including support for learners to navigate the different modes of participation. Finally, through a participative, interactive discussion forum, participants will discuss potential problems and challenges of teaching a HyFlex course while identifying their possible solutions.

Level of Participation:

This workshop is structured to create a mutual learning experience using mini-interactive lectures and a participative, interactive discussion method to come up with a thought-provoking consensus on HyFlex courses and classroom management strategies. Participants will be divided into four groups. Each group will be assigned one question to represent specific points of their view. In each group, the group members will identify individuals for the following roles:

  1. A recorder who will write down the most important points from the group's discussion.
  2. A provocateur who keeps the discussion going and stays challenging.
  3. A reporter who reviews the most important notes written down and moves back to the center of the room to share the team's thoughts with the whole group.

After the reporters report back, a whole group discussion will follow to come up with a consensus on important discussion points for each question.  

 

Session Goal:

Using interactive activities and participative discussion methods, this workshop aims to provide in-depth information and tips on how to effectively implement and manage HyFlex classroom teaching to provide an inclusive and adaptable learning environment that maximizes learner engagement and achievement while accommodating the evolving needs and expectations of learners.

Learning Objectives:

At the end of this session, participants will be able to:

  • Examine the universal principles of HyFlex course design model (e.g., learner choice, equivalency, reusability, and accessibility), including how to communicate course expectations and guidelines for each mode of instruction.
  • Outline responsibilities for both faculty and learners that need to be carried out to attain the goals and objectives of HyFlex instruction.
  • Discuss the effective HyFlex classroom management strategies for both online and in-person learning components, including support for learners to navigate the different modes of participation.
  • List potential problems and challenges of teaching a HyFlex course with identifying their possible solutions.

Workshop Agenda, Topics/Activities (90 Minutes)

Step 1 (5 minutes): Opening

Introduction (agenda review)

Step 2 (5 minutes): Warm Up (Quick knowledge check!)

Step 3 (20 minutes): Introduction to HyFlex instruction (Interactive mini-lecture)

  • ·What is HyFlex instruction?
  • Universal Principles for HyFlex Course Design: Four Pillars (Learner Choice, Equivalency, Reusability, Accessibility)
  • How to teach with the same materials in all modes (pedagogical approaches)
  • Faculty and learners’ responsibilities
  • HyFlex classroom management strategies: How to manage online and face-to-face learners simultaneously?

Step 4 (25 minutes): Participative, Interactive Discussion Forums (Four Groups)

The following questions will guide the discussion forum:

  1. In your opinion, what classroom management strategies for both online and in-person learning components of HyFlex teaching would support learners to navigate the different modes of participation?
  2. What responsibilities should faculty and learners carry out to attain the goals and objectives of courses in a HyFlex teaching format?
  3. How should we define program learning outcomes in a HyFlex course and what assessment approaches can be suitable and produce effective results?
  4. What can be potential challenges and solutions when learners are given the freedom and ability to choose which mode to participate in a session?

Step 5 (20 minutes): A Whole Group Discussion

Step 6 (15 minutes): Summary & Key Takeaways

  • Take home messages and “next steps” to move forward
  • Questions & Answers

References

  • Beatty, B. (2007a). Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 9, 2023 from https://www.learntechlib.org/primary/p/25752/.
  • Beatty, B. (2014). Hybrid courses with flexible participation: The hyflex course design. In L. Kyei-Blankson & E. Ntuli (Eds.), Practical applications and experiences in k-20 blended learning environments (pp. 153-177). IGI Global. https://doi.org/10.4018/978-1-4666-4912-5.ch011
  • Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books. https://edtechbooks.org/hyflex/