What is HyFlex?

HyFlex combines the terms “hybrid” and “flexible.” Hybrid learning refers to learning
that integrates complementary face-to-face (synchronous) and online learning
(asynchronous) experiences in service of intended learning objectives. All students
in a hybrid course are expected to undergo the same combination of online and in-
person activities. In contrast, the “flexible” aspect of HyFlex is that students are given
choice in how they participate in the course and engage with material in the mode
that works best for them over the course and from session to session.
In HyFlex courses, students can choose from one of three participation paths:
1. Participate in face-to-face synchronous class sessions in-person (in a
classroom)
2. Participate in face-to-face class sessions via video conference (e.g., Zoom)
3. Participate fully asynchronously
A HyFlex class makes class meetings and materials available so that students can
access them online or in-person, during or after class sessions. All students,
regardless of the path taken, will achieve the same learning objectives.
Departments or schools may specify what amount of the three modes can count for
full participation in a HyFlex class.

Getting Started with HyFlex Course Design

Brian Beatty, Associate Professor of Instructional Technologies at San Francisco
University, and editor of Hybrid-Flexible Course Design presents four core values
informing HyFlex courses:

 Learner Choice — The course provides alternative participation modes that

are meaningful and allow students to choose the mode of engagement that
works best for them.
 Equivalence — The modes, though not equal, provide equivalent learning
outcomes. All students are expected to reflect, contribute developing ideas,
and interact with their peers in the process of learning.
 Reusability — Artifacts from learning activities in each mode are captured
and can be reused in other modes. Representations of in-class activities
(recordings, discussion notes, etc) are available online for all students;
activities produced by online students (asynchronous discussions, posted
files, etc) connect to and support all students.
 Accessibility — Students are equipped with the technological resources and
skills to equally access all participation modes. Universal Design for
Learning principles are considered.

What follows are five tips for instructors who will be teaching hybrid/HyFlex courses
where the majority of students will be participating in face-to-face (synchronous)
class sessions while a few students will be joining remotely. Each tip encourages
instructors to plan with all learners in mind, while being attentive to the needs and
experiences of remote learners.

1. Create community for all

How will you ensure that your remote learners feel part of the learning community?
How will you foster a sense of togetherness between your in-person and remote
learners?

Being in the classroom with the majority of your students is exciting! It provides a lot
of opportunities to connect, have spontaneous conversations, and engage students
in their learning. While energizing for you and your in-person students, your fully
remote students may continue to feel Zoom fatigue, cognitive overload, and
disconnect. Keep these in mind as you consider your remote learners and how you
can create a sense of togetherness in the hybrid/HyFlex classroom.

 Welcome all learners prior to the start of the course (through email or
CourseWorks Announcements) and at every synchronous class session–
greet in-person students and look into the camera to greet remote learners,
acknowledging their presence.
 Use icebreaker activities to get in-person and remote students interacting and
familiar with who is in the course. Such activities can take place
asynchronously in CourseWorks or synchronously during class sessions via
Zoom (Note: this will require asking your in-person students to bring a
mobile device and headset).
 Set the tone by establishing a community agreement that outlines
expectations of in-person and remote students. This will guide the
interactions that you have in the hybrid/HyFlex course.

2. Make all course materials and learning experiences

accessible
What materials and types of learning experiences will your remote and in-person
students need to achieve the same learning outcomes? Where and when will course
materials be made available?

Ensure that materials from synchronous class sessions are available in

CourseWorks (e.g., posting presentation slides, readings, activities). This benefits all
of your learners and assures continuity in the event of future disruption (whether
weather-related or health-related, etc).
 Reflect back on your recent online teaching experiences and draw on the
elements of instructional technologies that worked for you and your
students.
 Consider CourseWorks modules, instructional videos, discussion prompts,
creative assignments, etc. that can be reused from previous iterations of
your course to support all of your learners. Ensure that course materials are
accessible to all students (e.g., video include captions).
 Class recordings are invaluable to students whether participating in-person or
online. Make sure to hit the Zoom record button. Invite students or TAs to
remind you to do so in case you forget during a synchronous class session
or following a pause.

3. Engage all of your students

What strategies will you use to engage your in-person and remote students with
each other and course material? How will you ensure that your remote students
have an equally engaging experience as the students participating in-person?
Create opportunities for equitable learning experiences for remote and in-person
students.
 Plan activities that are accessible to remote and in-person students.
View example plans for a 50-minute and 75-minute class session from
Kevin Kelly of San Francisco State University, that include HyFlex versions
of activities such as mini-lecture, think-pair-share, polling, and quickwrites
(note: this resource is Google Document created by Kevin Kelly though all
are welcome to suggest examples or resources to support adopting HyFlex
practices). Communicate instructions and expectations for participation to
in-person and remote students.
 Select technologies, tools, and activities that will support the class learning
goals and support student engagement – whether using Zoom features)
 Create opportunities for your remote students to engage with their in-person
peers during synchronous sessions. When posing questions, pause to give
all students time to engage, check the chat for contributions, repeat student
questions, and acknowledge responses from remote and in-person
students. Consider using collaborative digital spaces to which all students
can contribute, whether as a whole class or in small groups
 Get students talking to each other asynchronously. Invite students to engage
in CourseWorks discussions resource for discussion tips and strategies);
when possible, reference students’ posts to online discussion during
synchronous class sessions to help reinforce the connections and
acknowledge student contributions.

4. Help students succeed in your version of a

hybrid/HyFlex course
How are you planning to support your learners? What will your in-person and online
presence be like? What can your in-person and remote learners expect?
Whether students are transitioning back to in-person learning or learning remotely,
all students benefit from access to you, your TA(s), and support resources.
 Communicate about the hybrid/HyFlex course. Share with your students how
the course will be taught, what you expect of your in-person and remote
learners (e.g., in terms of participation and use of technology), and how you
will be partnering with TAs, if applicable (a resource to share with your Tas
and students (e.g., to monitor Zoom hand raising and the chat for any
questions; or to remind you to hit record or screenshare so that everyone
can access the class session). Make this information available in
CourseWorks (e.g., in the syllabus, through the Announcement tool) and
communicate it in class.
 Host virtual office hours that will accommodate in-person and remote students
alike. Share resources to support student learning (e.g., Maximizing Student
Learning Online for your remote learners).
 Check-in with your learners: (a) before the semester starts: survey your
students to understand their needs, their access to technology, and other
 resources they will need for the course; (b) during class sessions: pause to
create space for students to ask questions and provide feedback; (c) early
on or mid-semester: ask students to share what they think is working to
support their remote or in-person learning resource for approaches to adapt
for your course).

5. Know your classroom and set-up early

How will you use the physical classroom and the virtual learning environment to
teach? What tools and instructional technologies will support your teaching and your
students’ learning?

Visit and familiarize yourself with the physical classroom space, campus safety
guidelines, and the technology available to support your teaching and your students’
learning.

 Test out the technology in your assigned classroom, including the camera
settings and audio, to ensure that your remote students will be able to see
and hear what is going on in the classroom. Be sure to check in with your
students throughout the semester to ensure the technology settings are still
working, and make any tweaks as necessary.
 Plan how you will make the space and the technology work for you and your
students. Have a contingency plan for when technology issues may arise.
Communicate your plan to your students.
 Connect with CUIT e-classroom support for help, whether scheduling an in-
classroom training or day-of/in the moment classroom support. Know who to
call.
 Arrive early to every synchronous class to set-up your classroom technology,
launch Zoom, select a camera pre-settings so that your remote students can
see you, and do an audio check to ensure that your remote students can
hear you.