Teaching a HyFlex Class for the First Time
What to Expect
Keywords:
first-time HyFlex; grades; instructor evaluations; course evaluationsAbstract
This paper provides advice to business instructors who will be preparing and delivering a HyFlex class for the first time. This small-scale exploratory study investigates student evaluations of the instructor and course the first time two professors taught HyFlex accounting business classes and compares those results with results obtained when they taught the same classes in a non-HyFlex (online asynchronous) delivery mode. Outcomes are also compared across the two concurrently-taught sections of the same HyFlex class where possible. Results show that average instructor evaluations were significantly lower in the online-attendance-only section of one HyFlex class compared with the in-person-attendance-allowed section of the same HyFlex class. There is weak evidence that average course evaluations were significantly lower in the HyFlex section of another class than in the non-HyFlex (asynchronous) section of that same class. There were no other significant differences found in instructor or course evaluations.
Downloads
References
Arbaugh, J. T., Godfrey, M. R., Johnson, M., Pollack, B. L., Niendorf, B., & Wresch, W. (2009). Research in online and blended learning in the business disciplines: Key findings and possible future directions. The Internet and Higher Education, 12(2), 71-87. https://doi.org/10.1016/j.iheduc.2009.06.006
Bartolata, A., Collado Jr., R., & Mendoza, M. (2024). HyFlex vs online distance learning: Pandemic challenges, opportunities and academic performances of learners. International Journal of Multidisciplinary Research and Growth Evaluation, 5(2), 703-710. Retrieved from https://www.researchgate.net/publication/379897054_Hyflex_vs_online_distance_learning_Pandemic_challenges_opportunities_and_academic_performances_of_learners.
Beatty, B. J. (2019). Hybrid-flexible course design: Implementing student-directed hybrid classes (1st ed.). EdTech Books. Retrieved from http://edtechbooks.org/hyflex
Bettinger, E. P., Fox, L., Loeb, S., & Taylor E. S. (2017). Virtual classrooms: How online College courses affect student success. The American Economic Review, 107(9), 2855-2875. https://doi.org/10.1257/aer.20151193
Bhave, A., & Murthi, B. P. S. (2024). Comparative analysis of student evaluations: Exploring the effects of course modality and type in graduate business courses. Journal of Education for Business, 99(6), 355-362. https://doi.org/10.1080/08832323.2024.2387849
Boehm, M., & Boerboom, S. (2023). Faculty experiences of HyFlex: An exploratory study. Educational Research: Theory and Practice, 34(2), 43-47. Retrieved from http://www.nrmera.org/wp-content/uploads/2023/05/V34-2_8-Boehm-Boerboom_Faculty-experiences-of-HyFlex.pdf.
Bono, H. R., Patron, H., & Smith, W. J. (2025). Sentiment Analysis of Student Evaluations of Online Instruction. Journal of Educators Online, 22(1). Retrieved from https://eric.ed.gov/?id=EJ1462338
Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17. https://doi.org/10.1016/j.compedu.2015.03.006
Buckley, J. B., Thompson, A. K., Tretter, T. R., Biesecker, C., Robinson, B. S., & Hammond, A. N. (2024). Where I feel the most connected: Community of inquiry supporting sense of belonging in a HyFlex engineering course. The Internet and Higher Education, 60, 100930, https://doi.org/10.1016/j.iheduc.2023.100930
Columbia Center for Teaching and Learning (2020). Hybrid/HyFlex teaching & learning. Columbia University. Retrieved from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/hyflex/
Conley, J. (2024). US college enrollment decline – 2024 facts & figures. CollegeTransitions.com (22 April). Retrieved from https://www.collegetransitions.com/blog/college-enrollment-decline/#:~:text=US%20College%20Enrollment%20Decline%20%E2%80%93%20Enrollment%20Cliff%20(Continued)&text=Enrollment%20at%202%2Dyear%20public,54%25%20between%202010%2D2021.
Cosgrove, S. B., & Olitsky, N. H. (2015). Knowledge retention, student learning, and blended course work: Evidence from principles of economics courses. Southern Economic Journal, 82(2), 556-579. https://doi.org/10.1002/soej.12045
Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E. J., & Dyer, K. (2023). Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. Learning Environments Research, 26(1), 145–159. http://dx.doi.org/10.1007/s10984-022-09408-y
Eduljee, N. B., Murphy, L., Emigh-Guy, M., & Croteau, K. (2023). Student perceptions about HyFlex/hybrid delivery of courses during the COVID-19 pandemic. College Teaching, 1–12. https://doi.org/10.1080/87567555.2023.2208815
Educause Learning Initiative (2020). 7 things you should know about the HyFlex course model. Educause.edu (July). Retrieved from https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf
Green, K. (2021). Lecture modality: Student attendance choices and performance. Advances in Accounting Education: Teaching and Curriculum Innovations, 25, 119-131. https://doi.org/10.1108/S1085-462220210000025008
Kahu, E. R. & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
Keiper, M. C., White, A., Carlson, C. D., & Lupinek, J. M. (2021). Student perceptions on the benefits of Flipgrid in a HyFlex learning environment. Journal of Education for Business, 96(6), 343-351. https://doi.org/10.1080/08832323.2020.1832431
Knowles, M. S. (1984). Andragogy in action. Applying modern principles of adult education. San Francisco, CA: Jossey Bass.
Kohnke, L., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to COVID-19: Students' perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), 231-244. https://doi.org/10.1080/02680513.2021.1906641
Koskinen, M. (2018). Understanding the needs of adult graduate students: An exploratory case study of a HyFlex learning environment (Order No. 13419414). Available from Education Database; ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (2185962349). https://repository.library.northeastern.edu/files/neu:m044c738v/fulltext.pdf
Larson, M., Davies, R., Steadman, A., & Cheng, W. M. (2023). Student’s choice: In-person, online, or on demand? A comparison of instructional modality preference and effectiveness. Education Sciences, 13(9), 877, https://doi.org/10.3390/educsci13090877
Lederman, D. (2020). The HyFlex option for instruction if campuses open this fall. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2020/05/13/one-option-delivering-instruction-if-campuses-open-fall-hyflex.
Leijon, M., & Lundgren, B. (2019). Connecting physical and virtual spaces in a HyFlex pedagogic model with a focus on teacher interaction. Journal of Learning Spaces, 8(1), 1-9. http://libjournal.uncg.edu/jls/article/view/1640.
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers and Education 159, 104009 (December). https://doi.org/10.1016/j.compedu.2020.104009
Marzano, M. P. & Allen, R. (2016). Online vs. face-to-face course evaluations: Considerations for administrators and faculty. Online Journal of Distance Learning Administration, XIX(4), Winter. https://ojdla.com/archive/winter194/marzano_allen194.pdf
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. https://www.sri.com/wp-content/uploads/2021/12/effectiveness_of_online_and_blended_learning.pdf.
Mentzer, N.J., Isabell, T. M., & Mohandas, L. (2023). The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course. Journal of Computing in Higher Education, 2023. https://doi.org/10.1007/s12528-023-09369-y.
Meyer, K. A. (2004). Putting the distance learning comparison study in perspective: Its role as personal journey research. Online Journal of Distance Learning Administration VII(I), Spring. https://ojdla.com/archive/spring71/meyer71.pdf.
Miller, J. B., Risser, M. D., & Griffiths, R. P. (2013). Student choice, instructor flexibility: Moving beyond the blended instructional model. Issues and Trends in Learning Technologies 1(1). https://doi.org/10.2458/azu_itet_v1i1_16464.
Mullen, C. A. (2020). Does modality matter? A comparison of aspiring leaders’ learning online and face-to-face. Journal of Further and Higher Education 44(5), 670-688. https://doi.org/10.1080/0309877X.2019.1576859
Nelson, T.A., Berg, E. A., Wood, N., & Hill, B. (2022). Student engagement in HyFlex courses during the COVID-19 pandemic. Journal of College Student Development 63(1), 101-105. https://doi.org/10.1353/csd.2022.0001.
Poldrack, R. (2007). How multitasking affects human learning (interview on NPR), March 3, heard on Weekend Edition. Retrieved from https://www.npr.org/2007/03/03/7700581/how-multitasking-affects-human-learning.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23, 269–290. https://doi.org/10.1007/s10984-019-09303-z
Raman, R., Sullivan, N., Zolbanin, H., Nittala, L., Hvalshagen, M., & Allen, R. (2021). Practical tips for HyFlex undergraduate teaching during a pandemic. Communications of the Association for Information Systems, 48, 28. https://doi.org/10.17705/1CAIS.04828
Romano, J. (2018). Preliminary Results from the 2017-18 Business School Questionnaire. Retrieved from https://aacsbblogs.typepad.com/dataandresearch/mba-programs/
Rovai, A. P., Ponton, M. K., Derrick, M. G., & Davis, J. M. (2006). Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis. The Internet and Higher Education, 9, 23-35. https://doi.org/10.1016/j.iheduc.2005.11.002
Sanchez-Pazani, R., Detyna, M., Dance, S., & Gomez-Agustina, L. (2022). Hybrid flexible (HyFlex) seminar delivery – A technical overview of the implementation. Building and Environment, 216. https://doi-org.ezproxy.lib.uwf.edu/10.1016/j.buildenv.2022.109001
Simonson, M. (2002). In case you’re asked: The effectiveness of distance education. The Quarterly Review of Distance Education 3(4), vii-ix. https://www.researchgate.net/publication/242284461_In_case_you're_asked_The_effectiveness_of_distance_education
Song, L., Bailey, E., Siff, B., Boyd, T., Boettinger, J., Santi, L., Neimeyer, L. K., & Oladipo, T. (2024). Instructor’s and students’ perspectives on HyFlex learning: A collaborative self-study. The Canadian Journal of Action Research, 24(2), 44-62. Retrieved from https://journals.nipissingu.ca/index.php/cjar/article/view/683.
Stephenson, M., & Torn, A. (2023). Review, rapid recall and reposition: How one HEI adapted delivery and design in the digital world in response to COVID-19. Higher Education, Skills and Work - Based Learning, 13(4), 834-845. https://doi.org/10.1108/HESWBL-06-2022-0130
Toma, R., & Berge, M. (2024). What drives student engagement? A community engagement framework for online education. International Journal of Advanced Corporate Learning, 17(3), 94-107. https://doi.org/10.3991/ijac.v17i3.45729
Trowler, V., Allan, R. L., Bryk, J., & Din, R. R. (2022). Pathways to student engagement: Beyond triggers and mechanisms at the engagement interface. Higher Education, 84(4), 761-777. https://doi.org/10.1007/s10734-021-00798-1
Umutlu, D., & Akpinar, Y. (2020). Effects of different video modalities on writing achievement in flipped English classes. Contemporary Educational Technology 12(2), 270. https://doi.org/10.30935/cedtech/7993
Weldy, T. G. (2018). Traditional, Blended, or Online: Business Student Preferences and Experience with Different Course Formats. The e - Journal of Business Education & Scholarship of Teaching, 12(2), 55-62. https://login.ezproxy.lib.uwf.edu/login?url=https://www.proquest.com/scholarly-journals/traditional-blended-online-business-student/docview/2125613802/se-2
Wong, B. T. M., Li, K. C., Chan, H. T., & Cheung, S. K. S. (2023). HyFlex learning research and practice: A longitudinal analysis. Sustainability, 15(12), 9699. https://doi.org/10.3390/su15129699
Xu, D. & Xu, Y. (2019). The promises and limits of online higher education: Understanding how distance education affects access, cost, and quality. American Enterprise Institute, Washington, DC, USA. https://www.aei.org/wp-content/uploads/2019/03/The-Promises-and-Limits-of-Online-Higher-Education.pdf?x85095
Young, S., & Duncan, H. E. (2014). Online and face-to-face teaching: How do student ratings differ? Merlot Journal of Online Learning and Teaching, 10(1). https://jolt.merlot.org/vol10no1/young_0314.pdf
Zehler, A., Cole, B., & Arter, S. (2021). HyFlex simulation: A case study of a creative approach to unprecedented circumstances. Clinical Simulation in Nursing, 60, 64-68. https://www.sciencedirect.com/science/article/abs/pii/S1876139921000840
Zhao, Y., Lei, J., Lai, B. Y. C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record 107(8), 1836-1884. https://doi.org/10.1111/j.1467-9620.2005.00544.x
