Flipped Classroom

Seat Time:

• 33% in-person, remaining 66% online
• 50% in-person, remaining 50% online

In this model, all students in the class will have asynchronous delivery of pre-class content then in-person delivery of interactive application activities to only 33% or 50% of students each class period. The remaining students complete online activities when it’s not their day to meet in person. Faculty need to prepare pre-class content prior to synchronous class sessions by organizing weekly content in Blackboard. For synchronous sessions, prepare interactive and authentic activities such as problem-solving, concept mapping, case analysis, simulations, writing, designing, etc. For in-person sessions, prepare interactive and authentic activities such as problem-solving, concept mapping, case analysis, simulations, writing, designing, etc. For online activities, prepare engagement with content through flexible discussions, collaborative annotations, etc.

Engagement: Interactive application activities with in-person groups. Faculty can interact with in-person groups to check on application & knowledge comprehension.

Challenges: Requires preparation & organization of pre-class content, must connect pre-class content to in-person and online activities.

HyFlex means Hybrid Flexible, and it is a multi-modal learning environment that allow students to choose whether to attend classes face-face, or online synchronous or asynchronous. The basis of Hyflex programs is to provide students with multiple forms of learning approaches: from the way content and information are presented, to the place they receive those contents, to the way we assess their knowledge. The Hyflex (Hybrid-flexible) approach was first created by Brian Beatty who is Associate Professor of instructional technologies in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University.

Hybrid course models and HyFlex course models are not interchangeable. In hybrid students will learn in the classroom, online with their computers or mobile devices. Students will learn at a scheduled time and at the students’ own time.

In HyFlex classrooms, instructors need to have open expectations about which students will be in which spaces and when. Because students have that choice of learning in different environments.

A hybrid model, on the other hand, assumes that all students will do the same work (i.e. asynchronous work) in a remote environment and that all students will then be able to subsequently meet synchronously and in-person.

Table: Hyflex Model - What the instructor sees

Student Group	Week 1	Week 2	Week 3
Group A	?	?	?
Group B Students who request to attend online only

Since students are free to choose their participation mode in HyFlex, the instructor may not know which (or how many) students will show up in the classroom, which complicates planning activities. Faculty who have taught HyFlex refer that there's relatively consistent participation patterns in single classes, so over time the instructor will be able to better predict student participation.

Students as Active Learners 

In HyFlex courses students have a choice. In this approach instructors give students a choice in how they complete course activities in any given week or subject. Students are empowered to pursue and attain their learning outcomes. However, this approach can be successful if students both online and in-person are strongly involved in the dynamics and functioning of the course (Ferrero, 2020). Ferrero suggests that active roles of learners should be part of the expectations of the course, so assigning rotating roles to your students to assist you with the technology (e.g., online discussion board, zoom chat, note taking) is important.

Brian Beatty, Associate Professor of Instructional Technologies at San Francisco University, and editor of  Hybrid-Flexible Course Design (Beatty, ed., 2019) presents four core values informing HyFlex courses:

• Learner Choice — The course provides alternative participation modes that are meaningful and allow students to choose the mode of engagement that works best for them.
• Equivalence — The modes, though not equal, provide equivalent learning outcomes. All students are expected to reflect, contribute developing ideas, and interact with their peers in the process of learning.
• Reusability — Artifacts from learning activities in each mode are captured and can be reused in other modes. Representations of in-class activities (recordings, discussion notes, etc) are available online for all students; activities produced by online students (asynchronous discussions, posted files, etc) connect to and support all students.
• Accessibility — Students are equipped with the technological resources and skills to equally access all participation modes. Universal Design for Learning principles are considered.

Resources

Beaty, Brian J. Ed. (2019) Hybrid-Flexible Course Design Implementing student-directed hybrid classes, EdTech Books.

Engaging Students on Their Own Terms: Intuitive Interaction. (2020). Harvard University.

Ferrero, M.A. (2020). https://mariangelf.com/a-professors-guide-to-hyflex-teaching/,

Hybrid/HyFlex Teaching & Learning. (2020). Columbia, Center for Teaching and Learning.

Publications and Resources: Blended Synchronous, HyFlex, Blended Learning. (2020). Clemson University.