General Suggestions and Tips
7 Things you should know about The HyFlex Course Model (EDUCAUSE)
https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf
This two-page resource introduces seven fundamental things about HyFlex course model.
Using the HyFlex Model to Improve Student-Directed and Multi-Modal Learning at Cambrian College, Sudbury, Ontario
https://teachonline.ca/pockets-innovation/using-hyflex-model-improve-student-directed-and-multi-modal-learning-cambrian-college-sudbury
This page introduces the Hyflex Model at Cambrian College.
A HyFlex Model
https://www.insidehighered.com/blogs/learning-innovation/fall-scenario-13-hyflex-model
This is an overview of how a HyFlex model works. There are no specific course details or examples.
Hybrid Flexible Class: A Professor’s Guide to Hyflex Teaching
https://medium.com/the-faculty/hyflex-teaching-d1347143ef3d
This page offers user-friendly suggestions on Hyflex teaching during a pandemic, which covers overall design, student-centred learning, student engagement, skill and knowledge assessment, and classroom settings. Suggestions are written in a general manner.
What Is HyFlex Course Design? By Amanda Rosenzweig on the WILEY network
https://www.wiley.com/network/instructors-students/teaching-strategies/what-is-hyflex-course-design
This page offers some simple suggestions and questions to consider for HyFlex Course design. It is suitable for a quick read.
A practical guide to digital teaching and learning
https://www.timeshighereducation.com/features/practical-guide-digital-teaching-and-learning
(Not open access; subscription to Times Higher Education is needed to have full access)
This page offers a practical guide to digital teaching and learning, which focuses on how academics can better prepare themselves for online learning. It does not focus on HyFlex courses specifically.
Covid drives Chinese university to embrace digital transformation
https://www.timeshighereducation.com/news/covid-drives-chinese-university-embrace-digital-transformation
(Not open access; subscription to Times Higher Education is needed to have full access)
This page shares the practices in Xi’an Jiao Tong University regarding its HyFlex learning and use of cutting-edge virtual reality technology.
Comprehensive Guidelines with Examples
Creating a Hybrid – Flexible (HyFlex) Course
https://events.educause.edu/sites/default/files/library/presentations/ELI103/GS19/creating_hyflex.pdf
A user-friendly guide that assists you to create a HyFlex course in six steps: identifying learning goals, developing objectives, creating content, selecting instructional activities, creating instructions, and preparing support.
HyFlex Course Development Guide
https://docs.google.com/document/d/10n5njIKRkpJlzyg2mFrIdavPRFjb27erAD4mpdAxdm4/edit
This is a comprehensive guide on HyFlex Course development with suggested process and tools.
A two-hour real example of HyFlex course delivery (Video resources)
https://www.youtube.com/watch?time_continue=69&v=_GZ6-HLstew&feature=emb_logo
The above video features a two-hour real example of HyFlex course delivery.
Best practices in online teaching strategies by Hanover Research Council
https://www.timeshighereducation.com/features/practical-guide-digital-teaching-and-learning
This page contains a report that provides a comprehensive review of online teaching strategies followed by best practices and exemplary programmes.
What to expect in a HyFlex course: Faculty Handbook By Texas A&M University
https://www.tamusa.edu/documents/aacsb/hyflex-faculty-handbook-2017.pdf
This open-access document shows useful guidance for first-time teachers of HyFlex courses. Tips for success and suggestions on student responsibilities are listed.
Research Articles
Binnewies, S., & Wang, Z. (2019). Challenges of Student Equity and Engagement in a HyFlex Course. In Blended Learning Designs in STEM Higher Education (pp. 209-230). Springer, Singapore. (post-print version)
https://research-repository.griffith.edu.au/bitstream/handle/10072/388872/Binnewies266077Accepted.pdf?sequence=2
This is a book chapter that reports on the insights from designing and delivering an undergraduate information technology course. The authors describe how they used technology to support student learning, group work, and peer review in a HyFlex mode.
Malczyk, B. R. (2019). Introducing social work to HyFlex blended learning: A student-centered approach. Journal of Teaching in Social Work: Online and Distance Social Work Education: Current Practice and Future Trends, 39(4-5), 414-428.
https://www.tandfonline.com/doi/abs/10.1080/08841233.2019.1652226?journalCode=wtsw20
(Not open access; You may need to access the article via your library or other means)
This research article presents a five-week experiment applying the HyFlex blended approach to an undergraduate social welfare policy course.
Leijon, M., & Lundgren, B. (2019). Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction. Journal of Learning Spaces, 8(1), 1-9.
http://libjournal.uncg.edu/jls/article/view/1640
This research article focuses on the interaction between physical and virtual spaces in HyFlex courses.
Student Choice, Instructor Flexibility: Moving Beyond the Blended Instructional Model
https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485
This research article contains a study on a HyFlex course with 161 undergraduate students enrolled at a large, public Midwestern university. It is suitable for in-depth exploration of HyFlex courses and student experiences.
Enriquez, A. (2010). Assessing the effectiveness of synchronous content delivery in an online introductory circuits analysis course. Proceedings of the 2010 American Society for Engineering Education Zone IV Conference (pp.48-59).
https://www.researchgate.net/profile/Jeigh_Shelley/publication/215438122_Technology_to_the_Rescue_Lessons_learned_from_the_forced_on-line_streaming_of_Dynamics_class/links/0fcfd506f240b15c2f000000/Technology-to-the-Rescue-Lessons-learned-from-the-forced-on-line-streaming-of-Dynamics-class.pdf#page=53
This is a research article that reports the effectiveness of synchronous content delivery in an online introductory circuits analysis course. The results show that online engineering courses can be as effective as face-to-face ones.