Learning Lab | Designing Hybrid-Flexible (HyFlex) Courses to Support Multimodal Learning Environments

Part 1: November 2 | 1:00–2:00 p.m.ET
Part 2: November 4 | 1:00–2:15 p.m. ET
Part 3: November 11 | 1:00–2:15 p.m. ET
Part 4: November 18 | 1:00–2:15 p.m. ET

Overview

HyFlex (hybrid-flexible) courses provide an effective method to serve classroom-based students and online students in the same course with the same instructor. HyFlex courses usually provide students with the choice of attending scheduled classroom meetings or online meetings (asynchronous and/or synchronous) on a regular basis, allowing student choice in participation mode and preparing institutions for instructional continuity if classroom access is not possible. Well-designed HyFlex courses can provide a rich learning environment that improves and enhances the class experience for all students, whether online or in the classroom.

Learning Outcomes:

NOTE: You will be asked to complete assignments in between the course segments that support the learning objectives stated below. You will receive feedback and constructive critique from course facilitators during the breakout portions of the course segments.

  • Identify the opportunities and needs in your setting for HyFlex approaches
  • Use the recommended design framework and process for building and implementing a HyFlex course to create an initial high-level design plan
  • Plan for evaluating the impact of this approach on student learning and other metrics of interest in your context

Target Audience

Instructional designers, teaching faculty, and academic administrators

Facilitators

Brian Beatty Brian Beatty, Associate Professor of Instructional Technologies, Graduate College of Education, San Francisco State University

Cathy Littlefield Cathy Littlefield, Professor & Faculty Chair, Business, Peirce College

Stephanie Donovan Stephanie Donovan, Faculty Chair, Health Programs, Peirce College