Teaching Hybrid Flexible (HyFlex)

Written by Angie Portacio
April 28, 2021 • 8 minute read

Dr. Brian Beatty describes Hybrid-flexible (or “HyFlex”) course designs as  planning for “multi-modal courses which combine online and onground (classroom-based) students.” In HyFlex, a class will meet on campus in-person for every class session, with synchronous remote participation for some students.

There will be two groups of students in each class meeting:

  • Those who participate in face-to-face synchronous class sessions in-person (in a classroom)
  • Those who participate in face-to-face class sessions via video conference (e.g., Zoom)

Instructors will always be on-campus in-person.

A HyFlex class makes class meetings and materials available so that students can access them online or in-person, during, or after class sessions. All students, regardless of the path taken, will achieve the same learning objectives.

Teaching a HyFlex class provides an opportunity for your students to attend class regardless of their situations and prevent students from falling behind in class. The first two scenarios are likely familiar to many students for the Fall 2021 semester.

Scenario 1: Students experiencing health or personal issues that prevent them from being on campus, but can still attend and participate in class, remotely or asynchronously.

Scenario 2: Students who live abroad and are experiencing issues returning to San Francisco.

Scenario 3: Students who work full time and live outside of San Francisco can diminish their commute time and attend and participate in class remotely.

Scenario 4: Students who have to travel for work can still attend and participate in class, remotely or asynchronously.

Scenario 5: Students living in different time zones and cannot be on campus.

Considerations

It's important to understand the challenges that come with teaching a HyFlex class. There are two things to consider: Course Redesign and the Technology Learning Curve.

Course Redesign

In preparation for teaching a HyFlex class, it is generally suggested to provide different pathways for students to receive new content, and then engage and participate in learning activities. How do you create a seamless learning environment for your students and still meet your learning objectives?

Beatty writes in his book Hybrid-Flexible Course Design:

"No matter which participation format is chosen, teaching and learning activities should ideally:

  • Present content effectively and professionally
  • Engage learners with generative learning activities
  • Use authentic assessment to evaluate student learning." 

Technology Learning Curve

Technology plays a huge part in this modality. There are two categories of technology we will discuss: Classroom Technology and Educational Technology.

There are two primary methods that can be used to join remote students to the classroom in HyFlex classes at USF:

HyFlex-Equipped Classrooms

By the start of the summer 2021 term, USF will have 18 HyFlex-equipped classrooms across our Hilltop and Downtown San Francisco campuses. To learn more about these classrooms, please visit our New HyFlex Classrooms page.

Bring Your Own (BYO) Equipment Set-Up

Faculty interested in a HyFlex set-up outside of our new HyFlex-equipped classrooms can consider using a “BYO Equipment” HyFlex setup. You can learn more about our recommended equipment for this setup on our Remote Equipment page.

You will need extensive training and practice on how to use the technologies, as well as how to use the technologies effectively while teaching. This can be a steep learning curve for many and boils down to asking yourself if you are capable of multitasking while teaching.

Educational Technology

Consider leveraging the LMS or other educational technology tools to ensure equitable access of content, course materials, and assignments by all your students. 

Here’s a list of suggested educational technologies you can use for HyFlex:

  • Google Suite (Docs, Slides)
  • Polling Tools (Zoom, Poll Everywhere, Kahoot!)
  • Discussion boards (Canvas, Piazza, Zoom chat)
  • Digital Whiteboard (Google Jamboard, Mural, Miro, Zoom)

Step 1: Review your Syllabus (Needs Assessment)

When you reevaluate your course for HyFlex, ask yourself: "How can my face-to-face and online students have the same or similar learning experiences, and still meet the course learning objectives?"

Consider taking the following steps for reviewing your curriculum:

  1. Assess your Course Learning Objectives (CLOs). Your CLOs will be your guide throughout the redesign process of your curriculum.
  2. Create learning goals. Set learning goals you would like your students to achieve at the end of each class session.
  3. Determine how to deliver your content. You can have a variety of options for students to engage with new content. For example, you can record your live class session and provide an opportunity for your students to watch the recordings.
  4. Reevaluate learning activities. Create an engaging learning environment for all your students. You may need to integrate additional educational technologies to make that happen. Consider getting extra technology training and an instructional design consultation to help you design these activities.
  5. Examine assessment strategies. What are your current assessment strategies?  How can you scaffold the learning process for student success in your course?  Determine if your assignments align to your course learning objectives. 

Step 2: Prepare for Class

Preparing a course can be time consuming and stressful at the same time. That's why it's important to review your syllabus and make notes for yourself so you know how to prepare for that class session. Ask yourself the following questions:

How will I:

  1. Provide my course materials to all my students?
  2. Communicate with all my students?
  3. Assess my remote and in person students?
  4. Create community in my class?
  5. Give feedback to my students on assignments?

How will my students:

  1. Access my course materials?
  2. Communicate with me?
  3. Participate during class?
  4. Interact with each other?
  5. Turn in assignments?
  6. Receive feedback from me on assignments?

What happens if:

  1. My students have technical problems and cannot attend class remotely?
  2. Will students have an alternate way to participate in class? Will I record class?
  3. I have technical problems and my students cannot attend class remotely?
  4. My in-person students are having difficulty interacting with the remote students?

Preparing a course can be time consuming and stressful at the same time. Be sure to review your syllabus and make notes for yourself so you know how to prepare for that class session.

Listed below are suggestions to prepare for these possible scenarios:

  • Upload all class materials to your Canvas course, such as your syllabus, readings, presentations, etc., so all students will have a central area to retrieve class materials;
  • Establish class expectations for both remote and in person students. For example, create a course schedule with assignment due dates, a communication policy, and a technology policy (What if’s...);
  • Create asynchronous activities so all students can participate online;
  • Record your class sessions and make it available for all your students to review weekly lectures;
  • Require all students to submit all assignments in Canvas, so you can track assignment submissions and provide feedback;
  • Integrate activities that will strengthen community within your class for all your students.

Step 3: Teaching Your Class

Teaching a HyFlex class will require extra coordination because you are attending to two different audiences. Be sure to take some time to practice before the semester begins so you can find a process that works for you and your students. Remember that nothing is set in stone and you will make adjustments as you teach throughout the semester but particularly in the beginning. 

When you start teaching, consider these suggestions:

  • Allot time to test the technology before every class;
  • Use your Canvas course as a hub for all course documents;
  • Include all students, particularly your remote students, in the conversation and discussions;
  • Provide opportunities for all your students to give you feedback on the structure of your class and try to make necessary adjustments.

Active learning gives students opportunities to understand context, apply knowledge and share ideas while increasing students’ motivation to learn and build community.

Here are some suggestions on how to engage all your students:

  • Small group discussions: This activity can help build community with your students, in person and remote, and provide an opportunity for students to process and apply their understanding of your course content. It will take a bit of planning and flexibility for your in person students to use their laptops or mobile phones to interact with the remote students. You can use Zoom breakout rooms or Canvas discussion boards for this activity. This activity can be done synchronously or asynchronously.
  • Live polling: This activity can engage all your students and also help you assess your students' understanding of the class session content. You can use polling tools such as Poll Everywhere or Zoom polls before, during, and after class. This activity can be done synchronously.
  • Group collaboration with worksheets: This activity will help students interact with each other in small groups and actively learn content and concepts together. You can create worksheets using Google documents where you can track student work and provide formative group feedback within the document. This activity can be done synchronously or asynchronously.
  • Peer Review: This activity can be done in pairs where students review each others' work and provide feedback. It's ideal to use a rubric in this activity, so students can give constructive feedback to their peers. You can use Zoom breakout rooms or Canvas discussion boards for this activity. This activity can be done synchronously or asynchronously.

These are just a few active learning activities you can try out. If you want to explore more active learning activities, we suggest meeting with an instructional designer to help with your individual needs.

Are you or someone you know teaching a HyFlex class? We'd love to hear from you! Email instructionaldesign@usfca.edu to share your story.

The University of San Francisco provides training to faculty for using Poll Everywhere, a free application that integrates with PowerPoint and Google Slides and Canvas Discussion Boards.

Here are other educational technologies you can use for HyFlex:

  • Google Suite (Docs, Slides)
  • Polling Tools (Zoom, Poll Everywhere, Kahoot!)
  • Discussion boards (Canvas, Piazza, Zoom chat)
  • Digital Whiteboard (Google Jamboard, Mural, Miro, Zoom)

Whether you don’t know where to start or have a particular educational technology in mind, we are here to help! To learn how to apply educational technologies to your course, request an Instructional Design consultation.

Contact Instructional Technology & Training to schedule a training session and access self-guided training materials. 

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