Picture this: a classroom where students can decide—day by day—whether to attend in person, join a live online session, or engage asynchronously on their schedule. Sounds like a logistical nightmare, right? Well, enter HyFlex learning, the “choose-your-own-adventure” of education, pioneered by Brian Beatty at San Francisco State University. It’s the ultimate multitasking mode that feels like a tech-savvy teacher’s dream… or a meticulous planner’s worst nightmare.
As a high school math teacher armed with an iPad, Vivi, and a tech-heavy classroom, I can’t help but be intrigued by the HyFlex model. Let’s dig into the pros and cons, and whether this is the shiny future of education—or just another buzzword destined for the graveyard of trendy pedagogical ideas.
The Good: Flexibility and Student Agency
HyFlex gives students the power to tailor their learning experience. On a good day, this means students choose the mode that works best for their learning style or schedule. Got a big game? Tune in asynchronously later. Feeling under the weather? Stay home and log in live. The concept champions accessibility and inclusion, which is a win in any educator’s book.
Plus, from a math teacher’s perspective, this could open new doors. Imagine students leveraging platforms like DeltaMath and Gizmos from anywhere, while still having access to synchronous help when quadratic equations start looking like Greek hieroglyphs. HyFlex also champions universal design, allowing more learners to thrive in environments that fit their needs.
To dive deeper into how HyFlex design supports student-directed learning paths, check out Brian Beatty’s foundational work on Hybrid-Flexible Course Design.
The Bad: The Devil’s in the Details
While the flexibility sounds amazing, the execution is a Herculean task. Coordinating three modes simultaneously means you’re not just teaching—you’re practically directing a live show, while managing two backstage productions. Ensuring equity across all formats (and let’s be honest, keeping tabs on attendance and engagement) can quickly turn into a logistical headache.
And don’t even get me started on tech issues. What happens when your cord-free Vivi decides it’s feeling extra free and disconnects mid-equation? Or when students working asynchronously “accidentally” forget to check in on their lessons? Managing engagement across such diverse modalities is enough to make anyone long for the simplicity of chalkboards and binders.
For insights into how HyFlex compares to other models and why modality choices matter, explore the comprehensive analysis in Teaching in a Digital Age by Tony Bates.
The Feasibility Factor
HyFlex has its merits, especially in higher education, where adult learners value the freedom to fit learning around life. But for high school settings—like my classroom at Notre Dame—it’s trickier. The constant guidance many students need might not mesh well with the self-directed nature of HyFlex. Plus, with every student equipped with a laptop and access to platforms like IXL, we already have flexibility in learning without the added complexity of managing multiple delivery modes.
However, I can see its potential for hybrid situations, like snow days or extended absences. Giving students options without losing momentum would be a game-changer, and the pandemic proved we need contingency plans. The history and evolution of modality in education are explored further in The Landscape of Merging Modalities from EDUCAUSE Review.
Trend or Transformation?
So, is HyFlex just a buzzword? Not quite. It’s a well-thought-out approach for creating inclusive, flexible learning environments. But is it practical for all settings? Also, not quite. For now, I’d call it a niche innovation with potential to grow—if the resources, training, and tech infrastructure catch up.
As much as I love the idea of students seamlessly switching between modalities, I also know the limits of what we can juggle in the classroom. For now, I’m happy with my hybrid model of in-class engagement and tech-based practice. But who knows? Maybe in a few years, my math lessons will be the star of the next HyFlex case study.
Summary of Preferences, Feasibility & Key Challenges, by Model
How This Blog Post Came to Life
When I set out to write this blog post, I had a clear vision. I wanted it to reflect my voice as a high school math teacher who loves using technology in the classroom. I use tools like Vivi, iPads, DeltaMath, and Gizmos daily, and I made sure to emphasize that in my inputs into ChatGPT. This personal context was key to grounding the post in my own experiences while discussing HyFlex learning.
I also provided specific academic sources to reference, including Beatty’s work on HyFlex, Tony Bates’ Teaching in a Digital Age, and the EDUCAUSE Review article. I wanted the blog to stay focused on these materials and avoid other sources, ensuring it aligned with the readings for my course.
To guide the tone, I was specific about keeping it engaging, witty, and sometimes funny—because humour makes complex topics more approachable and this is the most natural voice for me. I also highlighted the need to discuss both the advantages and challenges of HyFlex, connecting them to real-world classroom scenarios like mine at Notre Dame.
By providing these clear instructions and context, I made sure the blog stayed true to my ideas and was educationally efficient. It wasn’t about outsourcing the work; it was about collaborating with tools to synthesize ideas and save time while juggling my roles as a teacher, student, and coach.
PS. I wrote out so much to prompt the ChatGPT chat, that I could have just written this on my own. 🙂
What are your thoughts on HyFlex learning? Does it sound like a dream for student agency or a logistical nightmare?
Let me know in the comments!
9 Comments
Van Lam
Hi Allysia,
Really enjoy reading your post. And I totally agree with you that Hy-Flex can be a huge challenge for teachers, as it requires extra effort to accommodate every student effectively. Although Hy-Flex offers valuable benefits for students, especially those with disabilities or those having conflicted schedules, such as student-athletes, its success really relies on careful planning, course objectives, and a deep analysis of student needs and characteristics. Of course, reliable technology is very essential. Your example of the chemistry class, where chemical samples need to be sent to students, obviously is not a good choice for the Hy-Flex model. However, in my opinion, subjects like Math (?)( well, you are a Math teacher, so you might know better than I do), Literature, or Linguistics could be great choices for this approach, as they might translate more easily into a flexible, hybrid format. Therefore, just like with any teaching method, we need to carefully choose which courses are the best fit for the Hy-Flex and/or other modes.
Allysia Doratti
Hi Van,
Thank you so much for your thoughtful comment! I really appreciate your insights, and I agree with you 100%—the success of the HyFlex model does depend on meticulous planning, a deep understanding of student needs, and, of course, reliable technology (because when that fails, chaos ensues!).
You bring up an excellent point about how some subjects might lend themselves better to the HyFlex approach than others. As a math teacher, I can see how certain topics, like algebra or statistics, could work well in a HyFlex format, especially with all the online tools available like DeltaMath or Gizmos. These tools allow students to engage asynchronously while still receiving instant feedback. However, for more hands-on math topics, like geometry proofs or even higher-level calculus, I think in-person interaction or synchronous learning is often more effective for ensuring clarity and collaboration.
I also love your suggestion about Literature and Linguistics! Those subjects do seem like they’d translate naturally into a flexible model, given their focus on discussion, interpretation, and analysis—elements that work well in both asynchronous and synchronous environments.
Ultimately, as you said, the “fit” really depends on the subject and the specific needs of the students. I think the key takeaway here is that HyFlex is not a one-size-fits-all solution. It’s an amazing tool in the right circumstances, but it requires us as educators to be intentional about when and how we use it. Thanks again for your thoughtful engagement—it’s always great to have these discussions! 😊
Matthew Van Nus
Hi Allysia,
If we consider this question strictly from the learner’s perspective, I would choose Hyflex.
Looking at the question literally—what a learner would prefer—means removing the teacher’s perspective and associated concerns. This approach places the learner at the center of the discussion. That said, I’m answering this as a 41-year-old, and I’d be very interested in hearing the perspectives of 14-year-olds. I share your hesitations, but their responses might shed more light on how Hyflex could work for different age groups.
Also, I like the style of your post, it looks great.
Allysia Doratti
Hi Matthew,
Thank you for your comment and for highlighting such an important perspective! You’re absolutely right—when we look at HyFlex strictly from the learner’s viewpoint, it’s a highly appealing model. The flexibility to choose how and when to engage is a dream for many, especially adult learners like yourself who likely juggle multiple responsibilities. For younger learners, though, like 14-year-olds, I agree it would be fascinating to hear how they perceive this model. I suspect their responses might be a mixed bag, depending on their maturity, self-discipline, and familiarity with independent learning.
Teenagers often thrive on structure (even if they don’t admit it!), and while some might enjoy the autonomy HyFlex offers, others might find it overwhelming without consistent guidance. It would certainly take a thoughtful balance to make HyFlex effective for younger age groups—something like a gradual introduction to flexible learning combined with ample support and clear expectations.
Thank you for your kind words about the style of my post, too—it means a lot! I appreciate you bringing such an interesting perspective to this discussion. It reminds me how crucial it is to consider the voices of all learners when implementing any educational model. 😊
Neeraj .
Hey Allysia
Your viewpoint on HyFlex learning was excellent! Its flexibility, which lets students select between live online, asynchronous, or in-person instruction, is very advantageous, particularly for people with hectic schedules or unique situations. Even with things like sports or illness, I can see how it could keep students interested.
I do agree, though, that juggling three learning modes at once could be quite difficult. Ensuring equity in the learning process adds another level of complexity to the already daunting challenges of maintaining student engagement across all formats and dealing with technological issues. Additionally, I believe that younger students who require more guidance may find HyFlex’s self-directed nature unsuitable.
Overall, even though HyFlex has a lot of promise, it currently seems more appropriate for higher education. It will be intriguing to observe how it evolves and whether it can be applied more broadly in various educational contexts. I appreciate you sharing your knowledge!
Aradhana Sapru
Hi Allysia, What a thorough summation of the topic!
I truly think that building a complete Hyflex model, as Katia also mentioned in her lecture, is like taking three many classes at the same time and may not be practical. In Higher Education, a combination of methods may be possible but as an Elementary teacher myself, I do not think its viable for a couple of years. It does provide for students agency and independence which is true. Planning for equity, even in assessments may be difficult. This is me speaking as a teacher. But as a student, I would love the flexibility it would offer and would love to engage in a course that is HyFlex in nature.
I was truly impressed with the learning platform, Vivi, that you mentioned. I have not seen it working and would love to know more about how it works. I am sure that given the adaptability of working on multiple screens while the class is busy with a problem is something that can be explored by my school too.
Dwayne Dawkins
Hi Al, enjoyed your blog about HyFlex learning. You had a great balance between the promise of flexibility and the very real challenges of making it work. I’ve been in a combination of both hybrid and traditional learning environments myself, so I totally get the appeal of trying to make education fit the mold of different needs, especially when life gets in the way. But, wow, managing three modes at once does sound pretty intense!
I appreciated your take on how HyFlex might work better in higher ed than high school; high schoolers at least would struggle with this level of self-direction required for this model to thrive. And I loved the little quips about tech mishaps: Vivi “feeling extra free” made me laugh! Really loved your honest and practical approach to the subject. Eager for more of your insights-maybe stories of hybrid learning success? 🙂
Osas Idahosa
Hi Ally
Great post! I believe only time will tell if HYFLEX is a trendy fad or the future. With the unprecedented pace of digital evolution no one can be certain of what the next big thing will be and when it will be. So time indeed will make things clearer. In theory HYFLEX is super cool but not so easy to implement. It is almost impossible to get a truly HYFLEX class going by the definition of HYFLEX. NOT all programs can integrate HYFLEX as a medium for learning. In my opinion, Multiaccess may be the medium with the strongest staying power. But again, time will tell. I enjoyed your post
Greg Hetterley
Great post! My feeling with Hyflex learning is that it could probably work with an older demographic, like say university. I feel at the high school or elementary level this could come into many problems. Not that I don’t think every student has the capability to learn or be trustworthy, but as a high school… I don’t trust them.
There are many students who would use it appropriately, but I feel there are many that would take advantage of this and use at as an excuse to stay home and then still not do work. I feel in university we always talk about the ideal situation, but just like when you get thrown into internship during your undergrad, you quickly realize that things are a lot different than what was theorized about in lectures.
Could there be a way we could possibly use it in an high school setting? Technology issues aside, maybe we could utilize it in an IB or enriched program. A bit of a stereotype, but those students typically are a little more trustworthy when it comes to academics. However, we always get told from our government and division that the best way for a student to succeed is attendance in person. I have a feeling the government wouldn’t really like a Hyflex system… well unless it was maybe one of their oil and gas classes haha.