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!
One Comment
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.