Many new terminologies are emerging to describe diverse combinations of course modalities. Modality, which previously denoted the location and timing of encounters, has grown from a simple face-to-face or online binary into a complex landscape. This complexity affects our mutual understanding because the vocabulary around course types has grown tremendously, and I believe the growth is perpetual. Some scholars have argued that modes of learning should be seen as a continuum of technology-based learning, which looks plausible visually.

Merging Modality Models

Emerging innovative models in the dynamic education terrain are needed to meet the diverse needs of learners. This has resulted in a variety of models, and one of such models is HyFlex which was coined by Brian Beatty. Hybrid-flexible, or HYFlex, is an instructional strategy that smoothly mixes online and in-person instruction inside a single course, allowing students to select which is their preferred method of participation. Some educators at the University of Regina have tried to use this and acknowledged how challenging it is (AHRD 802).

Benefits of HyFlex Learning

The defining feature of HyFlex learning is its adaptability. Recognising that students’ learning preferences and situations differ, this model allows them to choose how they interact with the course—in person, online in real-time, or remotely via recorded content. HyFlex removes geographical and scheduling constraints, increasing access to education. Students with geography, time, or health constraints can participate in the course, resulting in a more diverse and inclusive learning community. The model is resilient in the face of disturbances like unanticipated emergencies or health issues, as seen in the COVID-19 pandemic with some organisations. It easily transitions between in-person and online modes, ensuring that education continues during difficult times.

In terms of learning styles, HyFlex accommodates a variety of learning techniques. Whether students prefer face-to-face engagement or the independence of online learning, this model accommodates diverse preferences, leading to a more personalised learning environment. Lastly, HyFlex fosters an awareness of responsibility in learners. With the option to choose their attendance and involvement, students take responsibility for their educational experience, resulting in a more active and engaged student body.

Challenges of HyFlex Learning

The complexity of a HyFlex course requires careful design. Instructors must produce resources that transition effortlessly between in-person and online versions, guaranteeing a consistent and equal learning experience for all. Both learners and educators may face technological challenges. Issues such as internet availability, device access, and platform issues can all have an impact on the overall quality of the learning experience, potentially leading to inequities. Logistical issues such as coordinating activities and assessments for students participating in various modes are common.

Maintaining fairness and justice in evaluation techniques necessitates considerable attention. For example, students may have diverse learning experiences depending on the mode they choose, presenting the prospect of inequities in resource access and engagement levels, which could affect overall academic achievement. More so, students may have diverse experiences with learning contingent upon the mode they choose, creating the prospect of disparities in resource access and engagement levels, which could impact overall educational achievements. Adopting HyFlex learning may place additional demands on educators. Combining multiple delivery formats, delivering timely feedback, and meeting diverse student needs all require additional effort.

The Feasibility Debate

The viability of HyFlex learning is dependent on contextual conditions, resources at hand, and organisational objectives. While the model has grown in response to the demand for flexible educational opportunities, its success is dependent on careful planning, a strong technology infrastructure, and continual support for both teachers and students. The question of whether HyFlex is a viable paradigm or a transitory trend relies on how effectively educational organisations manage the accompanying hurdles to provide valuable educational opportunities for everybody. Attempts have been made to practice HyFlex in Continuing Education at the University of Regina but professors have acknowledged its complexity.