HyFlex Learning represents an educational model that integrates both hybrid and flexible methodologies. The hybrid component pertains to instruction delivered either in-person or through online platforms, whereas the flexible aspect pertains to the autonomy granted to students in determining their mode of attendance, whether virtually or physically. In other words, HyFlex learning is distinguished by its hybrid and flexible methodology, which empowers students to select between attending in-person or engaging online within the same course. According to the Ideal Consortium, this structure offers learners three distinct avenues for participation in the course:

• in-person attendance
• virtual engagement during synchronous sessions using a web conferencing application, or
• the completion of asynchronous activities.

Each mode of instruction remains consistently accessible, except in situations when in-person classes are necessitated to be cancelled due to adverse weather conditions or other emergencies. According to Beatty, this instructional model is “an approach to serving fully online students without abandoning current classroom students,” and it aspires to cultivate a flexible educational environment that caters to the varied needs and preferences of students (choosing what is best for them on a weekly or daily basis).

In his work, Beatty explained that the HyFlex approach shares similar characteristics with other instructional formats used in higher education institutions around the world, like Mode-Neutral, Multi Access Learning, Flex Learning, Converged Learning, Peirce Fit, Multi Options, Flexibly Accessible Learning Environment (FALE), Blendflex, Comodal, Flexible Hybrid, Synchronous Learning in Distributed Environments (SLIDE), gxLearning, Blendsync, and Remote Live Participation (RLP).

HyFlex learning offers a flexible learning model that allows students to choose between in-person and online attendance, accommodating individual schedules and preferences (Cumming et al., 2024). This model supports accelerated course delivery, aligning with students’ desires for speed and convenience (Dickinson et al., 2024), while also catering to diverse student needs and enhancing participation and retention rates (Dickinson et al., 2024; Yang et al., 2024). It increases access to courses (e.g., when in-person attendance is problematic or when desired classes are scheduled concurrently), students tend to have greater control over their daily schedules, and the flexibility to choose the most effective learning methods to meet their individual needs and preferences (Beatty, 2019).

The work of Beatty also explains how the HyFlex model provides opportunities for faculty to develop online teaching skills without sacrificing in-person instruction, provide a built-in alternative for students facing scheduling conflicts, and serve more students with existing resources.According to Dickinson et al. (2024), the model supports varied learning styles and can accelerate course delivery, aligning with students’ preferences for convenience and efficiency. This aligns with the work of Beatty, which explains how faculty valued the HyFlex model due to its increased capacity to support diverse learning needs through this flexible model and providing opportunities to conduct pedagogical research on their own teaching practices and potentially publish their findings within their academic discipline.

While HyFlex learning presents innovative solutions for modern education, it also raises concerns in several areas. For instance, Tulekova et al. (2023) claim that the HyFlex model can restrict meaningful interactions, as students may not engage as fully in discussions or collaborative activities when participating online. Moreover, the online component of this model requires substantial time management skills (Beatty). Studies suggest that remote learning can sometimes lead to feelings of isolation and disconnection from peers, potentially impacting student engagement and academic performance (McInnerney & Roberts, 2004; Gillis & Szabo, 2024). Nevertheless, it is believed that implementing the HyFlex model will require significant investments in technology and faculty training, which may present a challenge for some institutions. This could also extend to students, as argued in the work of Beatty, where he indicated that students could lack the personal and technical resources most commonly required: hardware, network access, the ability to engage with online learning platforms, and the ability to learn through mediated experiences. These resources are essential for successful participation in the online version of the course. I also think that giving students autonomy to choose how they want to attend instructions could compromise the depth of learning for some students who may prioritize convenience over active engagement.

Reflecting on the above discussion and aligning it with the evolving educational landscape characterized by the use of emerging technologies, particularly those that emerged during the health crisis, there is clear indication that the HyFlex model presents a promising future for education due to its flexibility and adaptability. However, I believe teachers utilizing this approach require ongoing training and professional development on strategies that effectively integrate various learning modalities, with a particular emphasis on assessment and student engagement. Furthermore, while student autonomy in lesson participation is valuable, it may need to be carefully guided or controlled to prevent situations where courses devolve entirely into online learning. In such classrooms, clear expectations for both online and in-person participation must be established and consistently communicated to students.