Enhancing “HyFlex” Instruction: Best Practices, Criticisms, and Results from a Case Study in Graduate Education

Megan Brown
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HyFlex learning (a course modality in which students have the week-to-week option to attend either virtually or in-person) has gained prominence due to the increasing demand for flexible education options, especially in master’s programs for working professionals. It is frequently touted as a solution to programs that want to include in-person requirements but struggle with enrollment challenges and need to increase flexibility. This paper discusses the conversion of a traditionally in-person course to a HyFlex Course and the adaption of several active-learning modules to the new course modality, answering the following research questions: 1) What are some identifiable best practices for HyFlex instruction? 2) What type of active learning exercises are appropriate for HyFlex classrooms, and what active learning exercises are difficult to curate in a HyFlex environment? 3) What are the equity concerns in a HyFlex classroom, and how can instructors ensure that students have access to the same high-quality education? This research, which consists of a literature review of best practices and a case study applying lessons to the conversion of active-learning modules to HyFlex practice, found mixed results regarding student success in HyFlex courses, emphasizing the importance of addressing the unique challenges posed by this modality. Some issues that are discussed include concerns about lack of consistency, technical issues, difficulty engaging asynchronously, increased instructor workload, management challenges, and the need for effective communication. In conclusion, it finds that HyFlex teaching offers flexibility but presents challenges that educators and institutions must address to create a successful learning environment that meets the needs of all students. Awareness of potential issues and the implementation of best practices can help mitigate these challenges and enhance the effectiveness of HyFlex instruction.


HyFlex, Online, Graduate Instruction, Engagement, Active Learning 

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Brown, M. (2024). Enhancing “HyFlex” instruction: Best practices, criticisms, and results from a case study in graduate education. International Journal of Studies in Education and Science (IJSES), 5(1), 43-54. https://doi.org/10.46328/ijses.81

DOI: https://doi.org/10.46328/ijses.81


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International Journal of Studies in Education and Science (IJSES) - ISSN: 2767-9799

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.