The HyFlex Model in Education: Opportunities and Challenges
This week, I explored the idea of online learning as a continuum. An educator’s position on this continuum depends on their students’ needs, personal teaching preferences, and available resources. This perspective comes from Teaching in a Digital Age (Chapter 10).
A specific example that blends online and face-to-face learning is Brian Beatty’s HyFlex model. What makes HyFlex unique is that students decide where they fall on the continuum – choosing between attending in-person or participating online based on their circumstances and preferences. I listened to Beatty being interviewed on this 50-minute podcast that dives deeper into the concept.
While I do find the model inspiring, I haven’t taught in or seen a classroom that would be able to fully embrace this approach. These are some pros and cons I have reflected on:
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Pros |
Cons |
| Flexibility for the student fit learning into their schedule and learning style.
Increased accessibility for students who cannot attend in-person for health-related reasons.
Increased options which allow for students to take accountability and responsibility for their learning.
Students gain skills in working online and can more seamlessly transition to fully online, if needed (i.e. pandemic).
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Substantial amount of time would be needed for educators to prepare effective online and face-to-face versions of the curriculum.
Some students do not have access to a device and/or wifi at home.
Students fall behind / do not get credit for a course if they do not have consistent attendance, participation, course knowledge, etc.
Online students may not build the same types of relationships and connections with the educator and peers compared to the face-to-face students.
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It’s very insightful how you examined online learning as a continuum, particularly using Brian Beatty’s HyFlex model as an example. I appreciatehow you emphasized how it gives students the freedom to select the learning style that best suits their needs. Increased accessibility and students taking ownership of their education are two compelling benefits that you highlighted. I liked where you highlighted significant obstacles, like the time commitment required of teachers and problem access for certain students.
Regards
Neeraj
I love the way you explore the idea of online learning as a continuum. You added a great example of blending online and face-to-face learning through the HyFlex model, which uniquely allows students to choose between in-person or online classes for the same course. I also liked how you presented the pros and cons. The flexibility of this approach helps students adapt to their learning styles, increases accessibility, and provides more options.
On the other hand, you highlighted the challenges, such as the need for reliable Wi-Fi and the difficulty in building relationships between educators and learners compared to face-to-face interactions. Overall, I really enjoyed your blog and the thoughtful way you presented your ideas.
Youve identified many pros and cons to the hyflex model. One of the cons you mentioned around purely online students missing out on relationship building is one that I think would be difficult to overcome. If a student in a hyflex course was taking the class 100% asynchronously, I’m not sure I would be able to design an experience that would equivalently provide the opportunity to network with others who take the class synchronously in person. This being said, I do think here would be an opportunity to build an online community for those students who do not get that face to face interaction, which could somewhat fill that gap!
I don’t personally view students not having wifi or devices at home as a con. Since hyflex models allow students to attend courses either in person or online, the students without these resources still have an option to attend the course and receive full credits. In my opinion, this would be no different from them taking a regular synchronous face to face course from their perspective. Though, I can be swayed! What do you view as the specific cons relating to this?
Thanks for sharing your thoughts, and for sharing the podcast!
Hi Rhett!
I agree that with the HyFlex model, students not having wifi/devices at home may not necessarily be a con – it would depend on the situation. I have found that some students without access to wifi/devices have also been the students without access to transportation to school. Therefore, their in-person attendance is usually spotty AND they wouldn’t be able to work on anything at home.
Thank you for pointing out the pros and cons of the Hy-Flex model. As stated in my blog, personally, I do like the approach because of its high flexibility. However, as you mentioned and I could not agree more, there are several challenges for both students and instructors when using this model. I would like to add one more point is that we need to not only focus on the design time of the course but also consider the concurrent maintenance requirements for such a multi-modal model. School administrators might face resistance from instructors who are unwilling to take on such a technology-heavy and responsible course. I think one potential solution could be providing support from the technology department to help build and design the course, while the instructor only focuses on teaching and updating the course content as needed.
Ultimately, I enjoyed your insights and look forward to learning more from you.
Hi Van!
Thanks for highlighting not only a potential issue, but providing a possible solution to it. I haven’t taught any “online only” (we don’t have any HyFlex model types) in my school division. However, I have heard that the if I were to teach it, the online course is already built and designed. This would be helpful for educators new to the idea! Unfortunately, I do not know if/how someone would be able to update or adapt the pre-built courses.
Thank you for sharing your insights on the HyFlex model!
The flexibility of HyFlex in ensuring accessibility and allowing students to take ownership is one its highlights. Due to the difficulties in learning, I think Hi- Flex learning makes sense for students in challenging situations . However, to develop course materials for both online and face-to-face instruction, the educator will have to work double. Technology could also be a factor. Without reliable access to devices and the internet, some students may struggle to keep up.
As we discussed in class, I am yet to see a fully HyFlex course. Wonder if you have seen anything which could be possibly called HyFlex on a smaller version.
Would love to hear your thoughts on it!!
Hi there!
No, I haven’t seen anything that would be able to classified as a legitimate HyFlex course. While I love the idea of it, I unfortunately do not think that it would be feasible in today’s classroom/school structures.
Christina,
This was such a thought-provoking read! The HyFlex model certainly offers exciting possibilities for flexible learning, but as you pointed out, implementing it effectively—especially in subjects like math—can be challenging. I recently read another post on the HyFlex model that highlighted similar concerns about engagement and accessibility. Your perspective got me thinking—do you think certain subjects or teaching styles naturally align better with HyFlex, or is it more about how the model is structured and supported? It seems like striking a balance between flexibility and consistency is key. I’d love to hear more about your thoughts on what successful HyFlex math instruction could look like!
Hi Allysia!
I don’t have any experience teaching math, so I won’t be able to speak particularly about that subject. But, I do teach high school science (a bit of similarities, depending on the branch of science).
However, I think that the HyFlex model would be better suited for the sciences that are more math-based (physics, sometimes chemistry) than discussion-/term-based (biology, sometimes chemistry). My reasoning behind this is that I think that the students can do repetitive pattern-based formulas on their own and if they do find that they aren’t understanding the concept, they are able to come to class to get additional help. This approach would be more difficult in classes where we doing readings together as a class and then I prompt them with discussion questions to get a conversation flowing, in the moment.
What do you think about that?