HyFlex Learning

HyFlex is a teaching model in which courses are designed to allow students to participate through different, as far as possible equivalent, modes of learning, such as face-to-face, synchronous online, or asynchronous participation. Depending on the nature of the course and organisational constraints, this may involve full flexibility in choosing a mode of participation or a combination of selected formats within a single learning pathway. This aims to ensure that students can achieve the same learning outcomes regardless of how they participate.

The degree of flexibility in switching between modes depends on the course context, available resources, technological infrastructure, and the teacher’s guidelines. In some courses, HyFlex may involve parallel participation pathways, while in others it may consist of a dominant mode of delivery supplemented by selected online or asynchronous components. What matters most is that flexibility is designed intentionally and does not compromise the quality of learning. Regardless of the mode of participation, students should work towards the same learning outcomes, use comparable learning materials, and have access to equivalent activities, instructions, and feedback.

HyFlex can be particularly useful for groups with diverse needs, professional commitments, places of residence, or varying ability to attend classes. For this reason, it is well suited to adult education, postgraduate programmes, international programmes, and courses in which students combine their studies with work or other responsibilities.

Course: Strategic Management
Topic: Foreign Market Entry Strategy
Students analyse the strategic decision of a medium-sized technology company planning to expand into the German market. The class is conducted in a HyFlex format: some students work in the classroom, some participate online, and others work asynchronously using recordings and other course materials. The aim is to develop a strategic recommendation based on data and evidence.

Introduction and Context (10 min)
The teacher presents a brief company profile, relevant market data, and the key challenges facing the organisation. Students attending face-to-face classes and those participating in synchronous online sessions listen to the introduction. Students participating asynchronously are provided with access to a video recording of the introduction via the LMS.

Individual Analysis (10 min)
All students analyse the case and respond to the same questions using an online form: What are the three main opportunities? What are the three greatest risks?

Teamwork (20 min)
Students work in teams using a shared collaboration space, such as Miro. Face-to-face and synchronous online participants can collaborate in real time, while asynchronous students contribute to the same board within a specified time frame. The task is designed so that each student makes a specific contribution, for example by identifying one opportunity, one risk, and one recommendation supported by arguments or data.

Moderated Discussion (20 min)
The teacher moderates a discussion based on the teams’ work. Teams present their conclusions, and the teacher also refers to contributions made by students participating through different modes. Asynchronous students complete a follow-up task in the LMS, for example by commenting on selected team conclusions, responding to a problem-based question, or adding a short reflection to the shared board.

Summary and Reflection (10 min)
All students respond to a short reflective question in the LMS.

• With diverse groups, such as part-time, postgraduate, or international students.
• When regular classroom attendance is difficult, but interaction is essential.
• In courses based on analysis, decision-making, and discussion.

• When the course is based mainly on manual or laboratory work.
• With very small groups, where the organisational costs may outweigh the benefits.
• When the teacher lacks access to technical support.

• Online students may feel like second-class participants → plan clear interaction points for all students.
• Teacher overload → include asynchronous activities to manage the instructor’s workload and energy more effectively.
• Organisational chaos → use one platform as the central place for all instructions.

Easier → Assign participation modes in advance for the first few classes so that studentscan become familiar with the model.
More Challenging → Allow students to design their own HyFlex activity as part of their final project.

• Always design the asynchronous version first, followed by the synchronous one.
• Establish clear rules for attendance and participation at the start of the course.
• Cameras and microphones are more important than slides.
• Written tasks help ensure equal opportunities across participation modes.
• Plan fewer activities, but ensure that they are well synchronised.
• Visualise the outcomes of students’ work and reward quality rather than quantity.

Formative Assessment
Monitor the quality of students’ work on an ongoing basis across different modes of participation, including the quality of their arguments, activity on the shared board, contributions to teamwork, responses submitted through the LMS, and the way they use feedback. Use probing questions and brief post-task reflections to encourage deeper engagement and learning.

Summative Assessment
Use a final assessment task that allows students to demonstrate achievement of the same learning outcomes regardless of their mode of participation, such as a team project, a case analysis, or a strategic recommendation.