Preparation for Teaching and Learning in Uncertain Times: Hyflex

Hybrid-flexible course designs - multi-modal courses which combine online and onground (classoom-based) students - have been used successfully for more than a decade at many higher education institutions around the world with a wide variety of courses. At San Francisco State we call this design “HyFlex”; many campuses use this term and many others use their own term. This book uses the terms "Hybrid-Flexible" and "HyFlex" interchangeably, often using the more general term "Hybrid-Flexible" to open a chapter and the shorter term "HyFlex" when referring to detailed approaches. Other names for the HyFlex approach are referenced and used when describing other specific implementations, especially in the case reports of Unit III. (From the Introduction)

Over the past several weeks, the higher ed world has become more widely acquainted with the term “HyFlex.” For some, it’s a vague word that leads to more confusion than clarity. Let’s take an opportunity to think about it and what type of AV installs and equipment would support a HyFlex classroom.

Interestingly enough, this is not a new model of thinking about the classroom. It was introduced as early as 2006 by Brian Beatty of San Francisco State. In May of 2013, three researchers (Miller, Risser and Griffiths) from The Ohio State University expanded upon this model. They defined it very well as “The primary feature of the HyFlex model is to combine synchronous online and face-to-face components (“hybrid”) in a single course and allow students to choose when and how they attend (flexible).”