Abstract:

COVID-19 pandemic caused global shift in academic pedagogies, learning environments. It brought to light the need to develop classrooms with the correct infrastructure and adaptable curriculum for the future. HyFlex learning, which combines distance education and face-to-face (F2F) learning methods, instantly become more prominent as an educational method. It could give students in all learning levels and conditions access to adaptable education of, ideally, the same quality as traditional methods. According to Wang, Quek, & Hu (2017, p.100) children with physical or psychological disabilities, as well as people with chronic illnesses might benefit greatly from a flexible system. It would give non-traditional students and instructors the opportunity to work alongside their peers and receive the same education without the need for physical presence. Abdelmalak and Parra (2016, p. 25-28), noted that the integration of HyFlex learning accommodates students’ needs and their life circumstances, differentiates instruction to meet students’ different learning styles and strategies, increases access to course content and instructions, and encourages student choice and control.

For this study, the research team focused on understanding how to design infrastructure for HyFlex learning across many districts and locations. The team hypothesized that by creating flexible and adaptable spaces with integrated technologies, students would gain the freedom to select their own learning styles, and students and faculty would be more motivated to participate and perform better due to the flexibility afforded to them by blended pedagogic systems.

The team used a mixed-method research approach, including both qualitative and quantitative research methods. These strategies included: literature reviews, interviews, and observation of classrooms, and online surveys (of students, faculty, and school administration). Furthermore, the research team considered the variety of financial/economic climates surrounding schools, so that all students can succeed within this educational model. Their research findings indicated that the success and efficiency of a HyFlex pedagogy is greatly dependent upon the investment and dedication of the students and the teachers’ ability to transmit information effectively and to keep students engaged. If these categories are met, the outcome would be a successful course that provides quality, synchronous distance education. If not, students and instructors alike will be greatly dissatisfied with the outcomes.

Keywords:

Hyflex, Synchronous, Blended, Face to Face learning, Online, Adaptable, Flexible learning, Educational Systems Research, Covid-19.