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Dual Mode Teaching @ HKU Tips and Tricks Checklist

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Dual Mode Teaching @ HKU Tips and Tricks Checklist

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https://www.cetl.hku.hk/dualmode/tips/checklist/

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This checklist helps you keep track of a list of items and actions required before, at the beginning of, during, and after class in dual-mode teaching. You can download, print, and carry it with you so that it becomes a handy resource especially if it is your first time conducting the dual-mode teaching. Once you become used to it, you might not need to refer to the checklist every time; but it might still be helpful to keep it in a handy place or save it on your mobile phone. Please also feel free to share it with colleagues or your teaching assistants/tutors who might benefit from it.

Before Class

Test the equipment particularly microphone, VGA and HDMI adaptors if needed

Test the quality of your voice online and on-site, in particular, when you walk around in the classroom

Establish an area for on-site students who are not willing to be recorded

Plan your lesson and include at least one activity for online and on-site students' interaction

Prepare all technological tools needed for achieving learning outcomes in class

Prepare digital version of the course materials (e.g., syllabus, handouts, and key questions)

Send course materials and the ZOOM link (better as a recurring link) to students via Moodle & other familiar means
[NOTE: All ZOOM links should be posted up in Moodle]

Be familiar with the Whiteboard function in ZOOM and alternatives (see Tips & Tricks for Teachers for details) if writing in real-time is needed

Ask students to install any APPS or e-learning platforms which will be used in class

Ask students to bring at least one digital device which can access to ZOOM and e-learning platforms if needed during class

Ask students if any of them may require special arrangement and digital support

Ensure the ZOOM Class Deputy clearly understands his/her responsibilities

Ensure the ZOOM Class Deputy receives links and sources which will be shared in class

At the beginning of Class

Wear a mask, sanitize hands, and wipe equipment (such as microphones) with alcohol (75% or above)

Ensure all on-site students wear a mask and keep social distancing

Close all browsers which will not be used in class

Check all on-site students turn off their electronic devices' volume.

Check volume of microphone and speakers

Request online students to turn on webcam and type in their name

Check online students can clearly hear the voice from the classroom and observe what is happening in class

Mute all students

Start recording

During Class

Check with students and Class Deputy the correct shared screen after switching between different interfaces

Walk around the class and make eye contact with on-site students

Look at webcam from time to time

Occasionally check with the ZOOM Class Deputy for any questions

Interact with on-site and online students via posing questions

Ensure on-site students speak via a microphone when they wish to share opinions, propose questions, and so on
(Ask Class Deputy to type out those questions in the ZOOM chat if needed)

Ensure all students understand guidelines/instructions of "spontaneous" activities if any

Ensure all students have equal opportunities to participate in discussion and activities, ask questions, and provide comments

After Class

Update course materials and upload ZOOM recordings on the appropriate e-platform

Review and respond to questions and feedback from students in the ZOOM chat, discussion forums, emails and so on

Provide a communication channel for students to bring up any difficulty during class

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Dual-Mode Teaching Checklist - Dual Mode Teaching @ HKU

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This checklist helps you keep track of a list of items and actions required before, at the beginning of, during, and after class in dual-mode teaching. You can download, print, and carry it with you so that it becomes a handy resource especially if it is your first time conducting the dual-mode teaching.

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Clemson University Academic Models for 2020-2021 ***

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Clemson University Academic Models for 2020-2021 ***

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https://www.clemson.edu/otei/fall2020-academic-models.html

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Blended / Hybrid courses

offered with social distancing and masks and with student groups rotating attending class, to achieve appropriate capacity. An online component is always available. See the graphic, linked, for details. (Titled "Blended Synchronous")

"Traditional" fully in-person courses

offered with social distancing and masks but with enough room capacity so that students can physically attend each class. An online component is always available.See the graphic below.

Fully Online

Fully online courses will be marked by the Registrar either as synchronous or asynchronous. Synchronous means: learning in "real time" / at the same time, as when an instructor opens an online session and is joined by students. See the linked graphic for more details.

The subsequent
graphics
describe
some of the
variations in
course
delivery:

Blended: Simulcast Lecture

Blended: Flipped Classroom (Modified)

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Blended / Hybrid courses offered with social distancing and masks and with student groups rotating attending class, to achieve appropriate capacity. An online component is always available. See the graphic, linked, for details. (Titled "Blended Synchronous") "Traditional" fully in-person courses offered with social distancing and masks but with enough room capacity so that students can physically attend each class.

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 @ascilite @TELedvisors #Hybrid / #Hyflex webinar recordings

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 @ascilite @TELedvisors #Hybrid / #Hyflex webinar recordings

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1. Michael Crocco - Moash
https://youtu.be/3GMxfVfnDV4
2. Courtney Shalavin & Sandris Zeivots - Sydney
https://youtu.be/bqZk1JoPMNE
3. Kym Schutz - Adelaide
https://youtu.be/8N_Zv0qgtPY

https://twitter.com/hintondm/status/1420991153604792320

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Video intro
Consideration
Instructional Strategies
Sample lesson plan
Lessons learnt

https://www.uis.edu/colrs/hyflex-pedagogy/

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Bibliography of publications related to Hybrid-Flexible course designs (by any name, not just HyFlex). Hybrid-Flexible course designs provide instruction in a classroom and in at least one online mode (synchronous or asynchronous) and allow students to choose their mode of participation for each class session.

This bibliography is representative, not exhaustive. Suggest an addition: [ form opens in new tab]

2021
Chicca J. (2021). Designing Courses Using the HyFlex Model. Nurse educator, 10.1097/NNE.0000000000000991. Advance online publication. https://doi.org/10.1097/NNE.0000000000000991
Keywords: COVID-19, instructional strategies, nursing

Furse, C. and Ziegenfuss, D. (2021). Chapter 11. HyFlex Flipping: Combining in-person and on-line teaching for the flexible generation. In K. T Selvan and K. F. Warnick (Eds.) Teaching Electromagnetics: Innovative approaches and pedagogcial strategies (1st ed). CRC Press: Boca Raton, FL. pp. 201-218. https://doi.org/10.1201/9781003149231
Keywords: HyFlex, Flipped

Irvine, V. (2020). The Landscape of Merging Modalities. EDUCAUSE Review, 55(4). https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities.
Keywords: Blended Learning, Learning Environments, Online Learning

Jongmuanwai, B., Simmatun, P., Teemueangsa, S., and Jedaman, P. (2021). Models of Hyflex Learning a Having Activities Base Via Constructionism for Enhancing as Critical Thinking of Undergraduate Students'. Annals of the Romanian Society for Cell Biology, 25(6), pp. 393 - 403. Retrieved from https://www.annalsofrscb.ro/index.php/journal/article/view/5302
Keywords: HyFlex, Science, Constructionism, Critical Thinking, Factors Model

Kohnke L. and 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, DOI: 10.1080/02680513.2021.1906641
Keywords: HyFlex, COVID-19, online learning, Zoom, higher education

Lohmann, M. J., Randolph, K. M., and Oh, J. H. (2021). Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment. Early Childhood Education Journal, DOI: 10.1007/s10643-021-01201-5
Keywords: Classroom management, Hyflex, Online learning, K12

MacIntyre, C.R., Costantino, V., Bian L., and Bethel, C. (2021) Effectiveness of facemasks for opening a university campus in Mississippi, United States - a modelling study, Journal of American College Health, DOI: 10.1080/07448481.2020.1866579
Keywords: campus, college, COVID-19, facemask, students

Miller, A. N., Sellnow, D. D., and Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202-204. https://doi.org/10.1080/03634523.2020.1857418

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, pp. 218-225. https://doi.org/10.17705/1CAIS.04828
Keywords: HyFlex Teaching, Undergraduate Teaching, COVID-19, Practical Teaching Tips, Group Work, Actionable Tips
2020
Keiper, M. C., White, A., Carlson, C. D. and Lupinek, J. M. (2020) Student perceptions on the benefits of Flipgrid in a HyFlex learning environment, Journal of Education for Business, DOI: 10.1080/08832323.2020.1832431
Keywords: Hybrid flexible methodology, HyFlex, learning technology, online learning, student perceptions

Lakhal, S., Mukamurera, J., Bédard, ME. et al. Features fostering academic and social integration in blended synchronous courses in graduate programs. Int J Educ Technol High Educ 17, 5 (2020). https://doi.org/10.1186/s41239-020-0180-z
Keywords: Blended synchronous courses, Blended synchronous learning, Academic integration, Social integration, Higher education

* Magna Publications. (2020). Strategies that work in Traditional and HyFlex classrooms (many strategies to choose from, many authors). The Journal of Faculty Development; Madison, 34(3), pp. 58-98.

Naffi, N. (2020). The Hyber-Flexible Course Design Model (HyFlex): A Pedagogical Strategy for Uncertain Times. International Journal of Technologies in Higher Education, 17 (2), p. 136-143. https://doi.org/10.18162/ritpu-2020-v17n2-14

Rhoads, D. D. (2020). Traditional, Online or Both? A Comparative Study of University Student Learning and Satisfaction Between Traditional and Hyflex Delivery Modalities. Dissertation Concordia University Irvine, 2020, 148; 27995688. https://www.proquest.com/docview/2410811261/DA7CDFEFEF7341ECPQ/14

Zemeckis, D. R. (2021). Offering a Hyflex Fisheries Science Course for Stakeholders of New Jersey's Fisheries. Journal of Extension, 58(1), Article 10. https://tigerprints.clemson.edu/joe/vol58/iss1/10
Keywords: fisheries management, fisheries science, Hyflex, webinar
The bibliography entries below (most 2019 and earlier) are reused from Appendix A. of the HyFlex book (published under a CC-BY license).
Reference: Beatty, B. J. (2019). Bibliography of Hybrid-Flexible Literature (using various terms). In B. J. Beatty (Ed.), Hybrid-Flexible Course Design. EdTech Books. https://edtechbooks.org/hyflex/biblio
Abdelmalak, M. (March, 2013). HyFlex course design: A case study of an educational technology course. Proceedings of Society for Information Technology & Teacher Education (SITE) International Conference, New Orleans, LA USA. https://www.slideshare.net/mariamabdelmalak58/hy-flex

Abdelmalak, M. (2014). Towards Flexible Learning for Adult Students: HyFlex Design. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014-Society for Information Technology & Teacher Education International Conference (pp. 706-712). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 4, 2019 from https://edtechbooks.org/-VxGa.

Abdelmalak, M., Parra, J. (2016, October) Expanding Learning Opportunities for Graduate Students with
HyFlex Course Design. International Journal of Online Pedagogy and Course Design 6(4). https://www.researchgate.net/publication/305347642_Expanding_Learning_Opportunities_for_Graduate_Students_with_HyFlex_Course_Design

Abdelmalak, M. M., & Parra, J. L. (2018). Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students. In R. Sharma (Ed.), Innovative Applications of Online Pedagogy and Course Design (pp. 298-317). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-5466-0.ch015

Alexander, M.M., Lynch, J.E., Rabinovich, T., & Knutel, P.G. (2014). Snapshot of a hybrid learning environment. The Quarterly Review of Distance Learning, 15(1), 9-21.
Keywords: educational environment, blended learning, h igher education, online courses, web based instruction, deliery systems, student satisfaction, academic persistence, asynchronous communication, synchronous communication, educational technology, chalkboards, student surveys, feedback (response)

Beatty, B. (2006, October) Designing the HyFlex World- Hybrid, Flexible Classes for All Students. Paper presented at the Association for Educational Communication and Technology International Conference, Dallas, TX.

Beatty, B. (2007). Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007-World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-ohe.

Beatty, B. (2007, October). Hybrid Classes with Flexible Participation Options - If you build it, how will they come? Proceedings of the Association for Educational Communication and Technology International Conference, Anaheim, CA.

Beatty, B. (2007, November). Blended Learning for Students with Choice: The HyFlex Course and Design Process. Peer-reviewed paper presented at the Thirteenth Sloan-C International Conference on Online Learning, Orlando, FL.

Beatty, B. (2008). HyFlex Delivery for US Army Counter Insurgency (COIN) Training Applications. In Lickteig, C. W., Bailenson, J., Beatty, B., Dunleavy, M., Graham, C. R., Kozlowski S.W., & Mayer, R. E. Innovative Training Methods for the Contemporary Operating Environment: Contributions from the Consortium Research Fellows Program (ARI Special Report). Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.

Beatty, B. (2008). Sloan Consortium Effective Practice Award: Using the "HyFlex" Course and Design Process. Retrieved 04/04/2016 from https://edtechbooks.org/-Zvd

Beatty, B. (2009, October). Student Self-reflections on Learning in a Hybrid Course Environment: Do Participation Mode Differences Lead to Differences in Reflections? Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Louisville KY.

Beatty, B. (2011, November). HyFlex Course Design: A Summary Report on Five Years of Implementation. Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Jacksonville, FL.

Beatty, B. (2012, April). HyFlex Course Design: The Advantages of Letting Students Choose the Blend. Peer-reviewed paper presented at Sloan-C Blended Learning Conference, Milwaukee, WI.

Beatty, B. J. (2014). Hybrid courses with flexible participation - The HyFlex Course Design. In L. Kyei-Blankson and E. Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments. (pp. 153-177). Hershey, PA: IGI Global.

Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes. EdTech Books. Available online: https://edtechbooks.org/hyflex/

Beatty, B., Littlefield, C., Miller, J., Rhoads, D., Shaffer, D., Shurance, M. and Beers, M. (2016, April) Hybrid Flexible Course and Program Design: Models for Student-Directed Hybrids. Paper and panel session presented at the OLC Innovate 2016 Conference, New Orleans, LA.

Bell, J., Sawaya, S., & Cain, W. (2014). Synchromodal classes: Designing for shared learning experiences between face-to-face and online students. International Journal of Designs for learning, 5(1), 68-82.

[French language] Bergeron, M.-H. (2014). Innovating to promote access to higher education in rural areas. Pédagogie Collégiale Vol. 27, No 4, Summer 2014. Retrieved from http://aqpc.qc.ca/sites/default/files/revue/Bergeron-Vol_27-4.pdf.

Binnewies, S., Wang, Z. (2019) Challenges of Student Equity and Engagement in a HyFlex Course. In C. Allan, C. Campbell, and J. Crough (Eds.) Blended Learning Designs in STEM Higher Education: Putting Learning First (pp. 209-230). Singapore: Springer Nature

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, pp. 1-18. doi:https://doi.org/10.1016/j.edurev.2017.06.001

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17.

Bower, M.,Kennedy, G. E., Dalgarno, B., Lee, M. J. W., and Kenney, J. (2014). Blended synchronous learning: A handbook for educators. Retrieved from http://blendsync.org/handbook/

Bower M., Kenney, J., Dalgarno, B., Lee, M. J. W., & Kennedy, G. E. (2014). Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities. Australasian Journal of Educational Technology, 30(3), 261-272.

Butz, N. T., Stupnisky, R. H., Peterson, E. S., & Majerus, M. M. (2014). Self-determined motivation in synchronous hybrid graduate business programs: Contrasting online and on-campus students. Online Learning and Teaching, 10, 211-227.

Butz, N. T., Stupnisky, R. H. (2017). Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs. Computers & Education, 114 (2017), pp. 117-138, 10.1016/j.compedu.2017.06.006

Day, S. & Verhaart, M. (2016). Determining the requirements for geographically extended learning (gxLearning): A multiple case study approach. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 182-191).

Day, S., & Verhaart, M. (2016). Beyond Wi-Fi: Using Mobile devices for gxLearning in the field. In M. Verhaart, A. Sarkar, E. Erturk & R. Tomlinson (Eds.), Proceedings of the 7th Annual Conference of Computing and Information Technology Education and Research in New Zealand incorporating the 29th Annual Conference of the NACCQ, Wellington, New Zealand, 11th-13th July 2016 (pp. 27-33). Retrieved from http://www.citrenz.ac.nz/conferences/2016/pdf/2016CITRENZ_1_Day_gxLearning_16-3.pdf

Detienne, L., Raes, A. & Depaepe, F. (2018). Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2004-2009). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2019 from https://edtechbooks.org/-woe.

Donovan, S. A. G. (2018). Mixed methods study of the fit instructional model on attributes of student success (Order No. 10935064). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2115548318). Retrieved from https://search.proquest.com/docview/2115548318?accountid=13802

Educause. (2010). Seven things you should know about the HyFlex course model. Retrieved 04/04/2016 from http://net.educause.edu/ir/library/pdf/ELI7066.pdf

Elder, S. J. (2018). Multi-Options: An Innovative Course Delivery Methodology. Nursing Education Perspectives 39(2), pp. 110-112.

Gobeil-Proulx, J. (2019). La perspective étudiante sur la formation comodale, ou hybride flexible. [What do university students think about hybrid-flexible, or HyFlex courses?] Revue internationale des technologies en pédagogie universitaire, 16(1), pp. 56-67. Available online: https://doi.org/10.18162/ritpu-2019-v16n1-04

Gounari, P. and Koutropoulos, A. (2015). Using Blended Principles to Bridge the Gap between Online and On-Campus Courses. In L. Kyei-Blankson and E. Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments. (pp. 178-190). Hershey, PA: IGI Global.

He, W., Gajski, D., Farkas, G., Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? Computers & Education, vol 81, pp.59-68.

Hill, J., Yang, X., Kim, E. E., Oh, J, Choi, I., Branch, R. M., Lee, H., & Keisler, B. (2018). Creating a Flexibly Accessible Learning Environment. Conference presentation at Association for Educational Communications and Technology Annual Convention. Kansas City, MO. (2018, October).

Irvine, V. (2009). The emergence of choice in 'multi-access' learning environments: transferring locus of control of course access to the learner. In G. Siemens, C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, Association for the Advancement of Computing in Education, Chesapeake, VA (2009), pp. 746-752.

Irvine, V. (2010). Exploring learner needs for collaboration and access. In J. Herrington, B. Hunter (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010, Association for the Advancement of Computing in Education, Chesapeake, VA (2010), pp. 1093-1097.

Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172.

[Spanish language] Juarez-Popoca, D., Gastelu, C. A. T., Herrera-Diaz, L. E. (2014). El modelo HyFlex: Una propuesta de formación híbrida y flexible. In I. E. Gamez (Ed.) Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI, pp. 127-142.

Koskinen, M. (2018). Understanding the Needs of Adult Graduate Students: An Exploratory Case Study of a Hyflex Learning Environment. Northeastern University, ProQuest Dissertations Publishing, 2018. 13419414.

Kyei-Blankson, L. & Godwyll, F. (2010). An Examination of Learning Outcomes in Hyflex Learning Environments. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 532-535). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-wNs.

Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. & Keengwe, J. (2011). The New Blend: When students are given the option to choose. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011-Society for Information Technology & Teacher Education International Conference (pp. 433-436). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-PxP.

Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. (2014). Innovative blended delivery and learning: exploring student choice, experience, and level of satisfaction in a hyflex course. International Journal of Innovation and Learning 16(3), pp. 243-252.

Lafortune, A. M. (2018). Differences in Students' Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode. Université de Sherbrooke Dissertation.

Lakhal, S., Bateman, D. & Bédard, J. (2017). Blended Synchronous Delivery Mode in Graduate Programs: A Literature Review and Its Implementation in the Master Teacher Program. Collected Essays on Learning and Teaching 10, pp. 47-60.

Lakhal, S., Khechine, H. & Pascot, D. (2014). Academic Students' Satisfaction and Learning Outcomes in a HyFlex Course: Do Delivery Modes Matter?. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1075-1083). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 21, 2019 from https://edtechbooks.org/-ysYq.

Lieberman, M. (2018, January 24). Introducing a new(-ish) learning mode: Blendflex/hyflex. Inside Higher Ed. Available online: https://edtechbooks.org/-pww

Leijon, M., & Lundgren, B. (2016). Connecting physical and virtual spaces in a HyFlex pedagogic model with focus on interaction. Presented at: Designs for Learning conference. Designing New Learning Ecologies, Copenhagen, 2016, Aalborg, Denmark: Aalborg University Press.

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), 2019.

Lightner, C. A., & Lightner-Laws, C. A. (2016). A blended model: simultaneously teaching a quantitative course traditionally, online, and remotely. Interactive Learning Environments, 24(1), 224-238. https://doi-org.jpllnet.sfsu.edu/10.1080/10494820.2013.841262

Liu, C. A., & Rodriguez, R. C. (2019). Evaluation of the impact of the Hyflex learning model. International Journal of Innovation and Learning, 25(4), pp. 393-411.

Love, S. (2015). A Quantitative Inquiry into First Generation Students' Readiness for Distance Education. n.p.: ProQuest Dissertations Publishing.

Malczyk, B. R. (2019). Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach. Journal of Teaching in Social Work 39(4-5), pp. 414-428.

Marquart, M., Englisher, M., Tokieda, K., and Telfair-Garcia, A. (2018, February 22). One class, two modes of participation: Fully integrating online students into residential classes via web conferencing. Poster presented at the Columbia University Center for Teaching and Learning's Celebration of Teaching and Learning Symposium, New York, NY. doi:10.7916/D8KW6TK3.

McCluskey, C. P. S., Shaffer, D. R., Grodziak, E. M., & Hove, K. W. (2012). Strategic Plan on FlexLearning. The Pennsylvania State University Lehigh Valley campus, Center Valley, PA.

McGee, P., & Anderson, M. (2013). Project realities: Shifting course delivery method . In Benson, A. D., Moore, J. L., & van Rooji, S. W. (Eds.) Cases on Educational Technology Planning, Design and Implementation: A Project Management Perspective, pp. 114-13. Hersey, PA: IGI Global.

McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.

Meyer zu Hörste, H., and Vanderbeke, J. (2018). Multimedia Students: Engaging across platforms. An Investigation of Student Engagement in the Media and Communication Master Programme at Malmö University. Master's thesis at Malmö universitet/Kultur och samhälle (2018).

Miller, J. B. and Baham, M. E. (2018). COMPARING THE HYFLEX (HYBRID-FLEXIBLE) MODEL OF COURSE DELIVERY IN AN INTRODUCTORY STATISTICS COURSE AND A PROBABILITY AND STATISTICS COURSE FOR ENGINEERS AND SCIENTISTS. Invited paper presented at International Association for Statistical Education 2018, Kyoto, Japan.
Available online: https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_4H2.pdf

Miller, J. B., Risser, M. D., and Griffiths, R. P. (2013). Student Choice, Instructor Flexibility: Moving Beyond the Blended Instructional Model. Issues and Trends in Educational Technology 1(1), pp. 8-24. Available at: https://edtechbooks.org/-MBVi

Miller, W. (2011). Mode-neutral and the need to transform teaching. Public Administration Quarterly, 35(4), 446-465.

Mousa, M., Abdelmalak, M., and Parra, J. L. (2018). Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students. In R. C. Sharma (Ed.), Innovative Applications of Online Pedagogy and Course Design (pp. 298-317). Hershey, PA: IGI Global.

Musgrove, A. & Bryan, V. C. (2014). Theory and Application: Construction of Multimodal eLearning. In V. X. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society, (pp. 1068-1083). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-6046-5.ch079

Nortvig, A-M. (2014). E-learning in poly-topic settings. Electronic Journal of E-Learning, 12(2), 206-214.

Nur-Awaleh, M. , & Kyei-Blankson, L. (2010). Assessing e-learning and student satisfaction in a blended and flexible environment. 2010 International Conference on Information Society, (pp. 481-483).

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[Spanish language] Popoca, D. J., Gastelu, C. A. T., and Diaz, L.E.H. (2014). El modelo HyFlex: Una propuesta de formación híbrida y flexible. In I. E. GÃ³mez (Ed.). Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI. pp. 127-142. Universidad Veracruzana- RegiÃ³n Veracruz.

Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students' engagement and the effect of quizzes. Computers & Education, 143, (2020) 103682.

Rasmussen, R. C. (2003). The quantity and quality of human interaction in a synchronous blended learning environment. Doctoral dissertation. Brigham Young University. Available from: ProQuest Dissertations & theses. (UMI No. 305345928).

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[Spanish language] Romero, H. Y., Chávez, N. V., and Gutiérrez, I. M. (2016). HyFlex, hybrid and flexible model for university education: Case study: Universidad Técnica Particular de Loja - Ecuador, 2016 11th Iberian Conference on Information Systems and Technologies (CISTI), Las Palmas, 2016, pp. 1-4.

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Bibliography of publications related to Hybrid-Flexible course designs (by any name, not just HyFlex). Hybrid-Flexible course designs provide instruction in a classroom and in at least one online mode (synchronous or asynchronous) and allow students to choose their mode of participation for each class session. This bibliography is representative, not exhaustive.

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WHAT TO EXPECT IN AHYFLEX COURSE:FACULTY HANDBOOK

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WHAT TO EXPECT IN AHYFLEX COURSE:FACULTY HANDBOOK

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https://www.tamusa.edu/documents/aacsb/hyflex-faculty-handbook-2017.pdf

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What Is Hybrid Learning? Here's Everything You Need to Know

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What Is Hybrid Learning? Here's Everything You Need to Know

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What Is Hybrid Learning?

Benefits of Hybrid Learning

Hybrid Learning Model

How to Create a Successful Hybrid Learning Environment

Hybrid Teaching Tips

https://resources.owllabs.com/blog/hybrid-learning

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https://www.cetl.hku.hk/dualmode/tips/tips-tricks-for-teachers/

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Before Class

Before Class

Visit your classroom in person

Be familiar with the classroom layout and the seating arrangement (e.g. Is the seating fixed? Is the seating configuration suitable for social distancing?)

Make a note of a designated area in the classroom where students may not be captured by the video camera for those who do not wish to be video recorded

Check out the facilities and equipment available in the classroom

Test the equipment that you planned to use. (Note: Computer, microphone, VGA & HDMI lines are normally equipped in the classroom.)

The most problematic part of dual mode teaching is how your voice is projected and captured particularly when you are wearing a mask. Currently, ZOOM or similar conferencing platforms are not advanced enough to pick up your voice from more than two metres of the computer, and if classroom microphone is used, there is often an echo or the sound may sound muttered. We have produced a separate guide on audio and can be found here.

Prepare "online and on-site friendly" teaching materials

Prepare digital version of your course materials for sharing via the screen-sharing function, and refrain from using the laptop camera to directly display the course materials (for example, live video capture directly from the whiteboard) as the resolution may be very low and students in ZOOM may have difficulty reading the materials.

Be familiar with the technologies that you plan to use before making any decision to use them in class

Do not use too many software (unless the software is integrated into the PPT (for example, youtube videos or is part of ZOOM). This reduces technical difficulty for both you and your students

Recommend only use one or two other software packages during dual-mode teaching. The 'screen sharing' and 'stop sharing' function can be disruptive

Send the ZOOM link to students, teaching assistants or other staff members of the course and post it in your Moodle course (NOTE: all course links should be posted in Moodle for consistency). For easy access, teachers can create the link as a recurring link.

Assign a ZOOM Class Deputy (if you do not have a Teaching Assistant)

The Class Deputy is responsible for facilitating online and on-site communication by:

1. Typing questions that in-class students may raise in the ZOOM chat to keep online students updated

2. Keeping track of questions and feedback from online student in the ZOOM chat, and raise "burning questions" to the teacher during the class

3. Sharing links and resources used in-class via the ZOOM chat

4. Informing the teacher when the wrong screen is shared after switching between different interfaces

Brief the Class Deputy on his/her role and send the list of links and resources to him/her before class

It is advisable for on-site students to take turns to be the Class Deputy. Being a Class Deputy can help students improve their generic competencies such as information literacy, able to work simultaneously, sense of responsibility, listening and communication competencies and boost their confidence

Contact and brief students on class arrangement

Inform students of what you have planned for the class, and you can even consider sending students a short 5-min audio recording containing key questions or areas you want students to think about before the class

Inform students of any APPS or elearning platforms which will be used in class so that they can install or download them before class

Email the class to check if any student may require special arrangement, e.g. if they are lip-readers

Inform students that they are required to turn on their webcams when on ZOOM, and that they will need to apply for exemption in the case of special circumstances. For students who are exempted, ask them to setup a ZOOM profile with a recent selfie, so that everyone in class can get to know their peers.

Remind in-class students to bring a handheld device if you are planning to use ZOOM breakout rooms or other APPS for interactive class activities

Communicate with other staff members

Ensure your teaching assistants and members of staff in your course have all the information required for dual mode

At the Beginning of Class

At the Beginning of Class

Make personal and group health your top priority

Wear a mask and remind students to do so

Sanitize your hands with the automatic hand sanitizer dispenser installed in EACH classroom and remind students to sanitize upon entering the classroom

To avoid sharing, it is advisable to bring your own markers, pens, etc

Ensure sufficient social distancing by making sure that students are at least one metre (min. one seat) apart from each other

Use digital handouts whenever possible to avoid passing handouts

Respect student privacy

Explain to students that the lecture is being recorded, the intended use of the recordings, where the recordings will be stored and when they will be made available, and how long they will be stored/made available for [NOTE: Moodle is NOT recommended for video recordings as it does not have the capacity for large-sized files; also be aware that Google docs and Facebook may not be accessible to students in Mainland China.)

Ask students who are not willing to be recorded to sit at the designated area of the classroom

Protect your own privacy

Close all browsers on your laptop which will not be used in class

Set up ZOOM

Mute all students

Remind all on-site students to turn off or down their electronic devices' volume to prevent sound echo or feedback

Instead of sitting or standing in the front of the classroom facing the on-site students, it is recommended that teachers sit in front of their students with the laptop or computer in front of them (see picture below). Students online can observe what is happening in class, and at the same time, students on-site can see you on the big screen.

Check your microphone to make sure that it is close enough in order to pick up the sound of your voice clearly

Set up some of the above requirements as Ground Rules, discuss with the class so everyone is clear about these rules

During Class

During Class

Make sure that you are sharing the correct screen

Make sure that your PowerPoint presentation is not shared in "presenter mode"

Check from time to time whether the correct screen is shared after switching between different interfaces

Ensure good sound quality (see guide on audio)

For best sound quality in a large classroom (i.e. capacity of 80 people), it is advisable to use the available AV system in the classroom. If available, a hand-held microphone will give a better sound quality compared to a clipped-on microphone

If you are not using a big classroom, and are able to project your voice clearly, and you do not plan to walk too far (i.e. stay within 1 meter) from the computer, going without a microphone should provide good sound quality

If you want online students to hear any comments from on-site students, on-site students need to speak through a microphone

Check from time to time with the students if they can hear you clearly

Engage students on-site and online

Ask all the online students to ensure their REAL name is typed in ZOOM

Walk around the class and interact with on-site students

Pose questions from time to time and seek response from both on-site and online students

Use live classroom responses systems (Kahoot!, Mentimeter, Poll Everywhere, Zoom polling etc.) to support interaction and discussion in class

Prepare some "spontaneous" activities to minimize the risk of having online students sitting in front of their computer passively (For example, you can ask on-site students to team up with four to five online students and work on a problem together in breakout rooms.)

In general, online and on-site students should be experiencing the same activities and course materials.

Display hand-written materials clearly

It is not advisable to use the visualizer or the classroom whiteboard for displaying hand-written materials

Laser pointers are not recommended as online students will not be able to see it

If teachers wish to write or draw in real-time, use the Whiteboard function in ZOOM

Another alternative to project hand-written materials is to use a piece of paper via your laptop camera by following the simple steps below (Materials to prepare: a mirror, paper, dark markers, and a piece of adhesive tape.). Check out the video.

1. Tape the mirror in front of the laptop camera (see figure below).

2. Go to "Settings" and check "Mirror my video"

After Class

After Class

Update course materials on an appropriate e-platform (Note: Moodle is NOT recommended as it does not have the capacity for large-sized files; also be aware that Google docs and Facebook may not be accessible to students in Mainland China.)

Make all course materials and ZOOM recordings available for downloading

Review and respond to questions and feedback from students in the ZOOM chat

Provide a communication channel for students to bring up any difficulty they face with dual-mode teaching

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Tips & Tricks for Teachers - Dual Mode Teaching @ HKU

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Before Class Be familiar with the classroom layout and the seating arrangement (e.g. Is the seating fixed? Is the seating configuration suitable for social distancing?) Make a note of a designated area in the classroom where students may not be captured by the video camera for those who do not wish to be video recorded Check out the facilities and equipment available in the classroom Test the equipment that you planned to use.

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An Introduction to Hybrid Teaching: Learning Technologies 

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An Introduction to Hybrid Teaching: Learning Technologies 

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)

https://www.codlearningtech.org/PDF/hybridteachingworkbook.pdf

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Hybrid Modality: Hyflex Teaching  Georgetown

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Hybrid Modality: Hyflex Teaching  Georgetown

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https://instructionalcontinuity.georgetown.edu/pedagogies-and-strategies/hybrid-hyflex-teaching/

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How to Plan for Hybrid Teaching and Learning

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How to Plan for Hybrid Teaching and Learning

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Learn 6 key considerations for a blended model of in-person and remote instruction.
https://www.commonsense.org/education/articles/how-to-plan-for-hybrid-teaching-and-learning

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High Enrollment and HyFlex: The Case for an Alternative Course Model. 

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High Enrollment and HyFlex: The Case for an Alternative Course Model. 

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Sowell, K., Saichaie, K., Bergman, J., & Applegate, E. (2019). High Enrollment and HyFlex: The Case for an Alternative Course Model. Journal on Excellence in College Teaching, 30(2), 5–28.

https://drive.google.com/file/d/1Yop7LaTyfizZOqe0DaQMoVZJzGAuRoid/view?usp=sharing

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7 tips from research for effective hybrid teaching

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7 tips from research for effective hybrid teaching

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https://www.pearson.com/ped-blogs/blogs/2020/07/7-tips-from-research-for-effective-hybrid-teaching.html

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https://twitter.com/HybridPed
https://twitter.com/search?q=%23hybridpedagogy&src=typd

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Centre for Research in Early Childhood

Recording: https://t.co/9ltvUOOUDx?amp=1
Access Password: 4A*afOB3

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https://sophiamavridi.com/going-hybrid-during-covid-19/

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QuickLink back to this doc: http://tiny.cc/HyFlex-examples

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Hybrid-Flexible Course Design: Implementing student-directed hybrid classes - Brian J. Beatty

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Hybrid-Flexible Course Design: Implementing student-directed hybrid classes - Brian J. Beatty

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https://edtechbooks.org/hyflex

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Learning to Teach in HyFlex: Some Insights into Science and Practice

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Learning to Teach in HyFlex: Some Insights into Science and Practice

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Slides for Lina Markauskaite @markauskaite  presentation for the Australasian Society of Clinical and Experimental Pharmacologists and Toxicologists

@ASCEPTanz

https://www.slideshare.net/linamarkauskaite/learning-to-teach-in-hyflex

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https://twitter.com/EmmaKEdDev/status/1420770446887333889?s=20

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Active Learning in Hybrid and Physically Distanced Classrooms - Derek Bruff

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Active Learning in Hybrid and Physically Distanced Classrooms - Derek Bruff

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https://cft.vanderbilt.edu/2020/06/active-learning-in-hybrid-and-socially-distanced-classrooms/

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episode 309 of the Teaching in Higher Ed podcast, David Rhoads joins me to speak Hyflex Learning

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episode 309 of the Teaching in Higher Ed podcast, David Rhoads joins me to speak Hyflex Learning

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https://teachinginhighered.com/podcast/hyflex-learning/#transcript

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Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model witha Focus on Teacher Interaction

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Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model witha Focus on Teacher Interaction

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This article highlights interaction within physical and virtual spaces in a higher education HyFlex learning environment with live streamed lectures and seminars. What kinds of learning spaces do we shape when we connect physical and virtual spaces? How does a group of teachers interact in these spaces and how do the HyFlex spaces affect the interaction? The perspective of ‘designs for learning’ theoretically frames the study. The result shows that several different spaces are shaped: physical space, representational space, interactional space, and liminal space. The results also imply that a HyFlex model requires an increased didactic awareness of designing for learning

http://ls00012.mah.se/bitstream/handle/2043/29362/1640-8401-1-PB.pdf?sequence=2&isAllowed=y

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 Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach.

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 Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach.

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Malczych, B. (2019).  Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach. Journal of Teaching in Social Work, 39 (4-5).

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Maloney, E. & Kim, J. (2020). Fall Scenario #13: A HyFlex Model. Inside Higher Ed.

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Hybrid Flexible Class: A Professor’s Guide to Hyflex Teaching: How to conquer teaching during a pandemic

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Hybrid Flexible Class: A Professor’s Guide to Hyflex Teaching: How to conquer teaching during a pandemic

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:https://medium.com/the-faculty/hyflex-teaching-d1347143ef3d

Interesting section starts - Asynchronous and Synchronous Student Engagement

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We have to recognize that educators have responded amazingly to the abrupt shift to online teaching. Of course, it hasn't been easy, but in general terms, it all worked out pretty well.

I mean, we were agile.

We adapted and effectuate with the resources we had at hand and tried to continue providing our very best to our students. Other organizations couldn't adapt that well. Many just closed down and went out of service.

We can criticize as much as we like, but let's admit it, educators adapted fast. Chapeau.

However, we were reacting to a first-in-our-times pandemic. It caught us unnoticed. We had no choice. Adapt was our only option.

Now is time to prepare for the new normal. If we can call it normal.

A second wave of the pandemic is just around the corner. In the U.S. and South America, we are still struggling to control for the first wave.

So, no matter how much we miss our students and classrooms, we have to come around the idea that remote learning will be our new normal.

But we need to be prepared. If we want to keep our sanity and that of our students, we can't continue functioning in an urgent-crisis-mode, not for long.

We need to think about more appropriate teaching and learning methods that encourage interaction, reflection, learning, skills development while still guaranteeing safety and health conditions to professors and students.

Below, I discuss why hybrid and flexible () approach is an exceptional alternative to 100% online or in-person teaching. I go through 4 crucial factors to consider when transitioning to Hyflex courses and how to provide an effective learning opportunity for all students.

Let's begin by understanding what Hyflex is.

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.

The idea behind the Hyflex method was to provide a bridge to a fully online program. A Hyflex program consist of hybrid classes - blending online and on-site participation modes - that provide a more flexible learning experience to students. While in a typical hybrid or blended course all students have to take part in both classroom and online sessions, Hyflex courses take into account also the possibility for some students to be 100% online or on-site. Hyflex programs allowed maximum student choice in participation mode. Students can decide for themselves which path is the "best" for them on a daily or weekly basis.

In short, 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 main difference between hybrid and Hyflex courses is the flexible component. That means that instead of building something, whether is class material or assessment activities, for just one mode (online or on-site) you build it so it's adaptable for both modes. In this way, you are optimizing the effort and providing equal opportunities for learning to every and each student.
Imagine that you were trying to fix your computer on your own. You have mainly three options: 1) you can call someone who knows how to repair it and explain to you how to do it, 2) you can check out on an online forum and follow the step-by-step instructions given by someone who has already repaired theirs, or 3) you can watch a YouTube tutorial and mirror the steps followed in the video. Probably the easier option would be to watch the YouTube tutorial. But it would also be nice if you had the written instructions to go through just in case you missed something, and why not had direct feedback from an expert to be sure you got it right. Well, that's kind of the idea behind Hyflex.
Contrary to traditional lecture-type teaching methods, the Hyflex approach is aimed to be student-centered. This means that students have an active role in their learning process and experience. As educators, our role is to encourage students to take full ownership of their learning, from the definition of their goals throughout the assessment of their outcomes. The role of the educator is to facilitate learning and not to impose or direct the lecture. Our major concern should lie on how to ensure our students meet their needs as learners and to adapt to the changing conditions and dynamics.

One of the four pillars of Hyflex courses is the "learners' choice". The idea is to give students a choice in how they complete course activities in any given week or subject. The fundamental goal of this approach is to provide flexibility to empower learners so they pursue and attain their learning outcomes in the best way.

Together with active pedagogy, Hyflex approach can only be successful if students, both online and in-person, are strongly involved in the dynamics and functioning of the course. The active role of learners should be part of the expectations of the course and need to be stated and well-established from the beginning. Consider assigning rotating roles to your students to assist you with the technology, the online discussion board, note-taking.

There are plenty of roles you can assign to your students to ensure the course and learning activities run smoothly.

You can also consider pairing or grouping students, so there is always at least one student from a group in class responsible to transfer knowledge and support to others in their group.

Active learning is not something reserved only for in-person classes. It is also suitable for remote and Hyflex approaches if you prepare well in advance the activities and ask your students to appropriate their learning process.

Having your students actively involved both in the activities and the functioning of the course will encourage them to engage with the course material and to understand the challenges of this kind of learning mode.

Student engagement is by far the most critical aspect of any learning process. Without student's engagement learning is ineffective, or not possible at all.

One of the biggest fears of shifting to hybrid, remote, or Hyflex teaching is not being able to connect with our students and to make our classes memorable.

In both remote and HyFlex classes it is crucial to establish a set of rules and expectations from the very beginning of your class. It's important that the teacher and both in-person and online learners are on the same boat sharing a common goal: make the most of their learning together.

If this is not well-established from the first moment things can get really messy. In HyFlex classrooms, in particular, it is easy for remote students to disconnect and feel neglected by those taking part in the physical classroom. It is an enormous challenge for the educator to maintain effective communication and collaboration with both audiences. This is why it's essential to plan for synchronous and asynchronous activities to ensure that all participation modes which lead to equivalent learning outcomes.

The key relies on how to mix distinct types of active learning activities that promote the interaction of both physical and remote learners. The aim of Hyflex is to provide equivalency and reusability of activities and resources that challenge the learner, regardless of their learning mode, to reflect upon the content and to contribute to the discussion.

Activities in both learning modes can be easily adaptable to other learning approaches and have great potential to strengthen the learner's experience. Podcasts, video recordings, collaborative note-taking, and handouts, can be very effective both for remote and in-person students wishing to review after class. It also encourages peer-learning. The activities completed by remote learners, such as chats, forums, back-channel can of great support for in-person students and inversely.

The learning experience in Hyflex environments can be as good or even better than in the traditional physical classroom. Engaging students online is not much more difficult than engaging with them in a physical classroom. Online methods provide a wide range of alternatives to promote active learning and teamwork.

Another major challenge for any teaching approach is the assessment of student learning.

In a HyFlex environment, the challenge is twofold. First, we need to ensure we use techniques and tools appropriate for effective assessment both online and offline. Second, we need to coordinate the assessment activities that assure the equivalency, accessibility, and usability to all students, despite the place, the time, and the format in which learning takes place.

Traditional assessment methods are far from being a fair indicator of intelligence, knowledge, skills, or effort. And they don't reflect the abilities and preparedness for work life.

As instructors, we need to reflect on how we can effectively evaluate student's learning outcomes. We need to ask ourselves how the same learning outcome can be assessed both online and offline? We need to think of new approaches that are more flexible and appropriate to the environment in which learning takes place. Practices that promote reflection, learning, and skills development.

Assessing learning through group project reports, hybrid paired work, video presentations (delivered live or recorded and shared online), Backchannel discussions, Socratic seminars, blog posts and other forms of original assessment are often appropriate in all modes of instruction with very little changes needed.
We need to redefine students' learning assessments.
The main goal of Hyflex teaching is to provide students equal chances to learn and effectively participate in class activities regardless of their delivery mode (online or offline). The Hyflex approach is only effective and successful if the appropriate technology is put in place to back it up. Students, both online and offline, need to be equipped with proper hardware, software, networks, and the skills for using it. Remote learning will not be a possible alternative for a student who does not have reliable access to the internet. Accessibility is crucial. Thus, appropriate support from educators and institutions is essential for providing the appropriate environment to Hyflex teaching.

Classrooms need to be set up and equipped with image and sound capture technologies to support online learners. And both students and educators need to be proficient in the use of synchronous and asynchronous digital tools to collaborate. This technology includes videoconferencing systems, Integrated Learning Platforms, document collaboration, digital whiteboards, digital quizzes, and polls apps, collaborative annotation software, and backchannel discussion rooms.

The key to success relies on proper planning, in advance preparation, and a ccess to the right tools.

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Hybrid Flexible Class: A Professor's Guide to Hyflex Teaching

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We have to recognize that educators have responded amazingly to the abrupt shift to online teaching. Of course, it hasn't been easy, but in general terms, it all worked out pretty well. I mean, we were agile. We adapted and effectuate with the resources we had at hand and tried to continue providing our very best to our students.

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Dual-Mode Teaching – Engaging Students In Multiple Participation Modes Framework

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Dual-Mode Teaching – Engaging Students In Multiple Participation Modes Framework

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https://www.cetl.hku.hk/dualmode/framework/

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Dual-mode teaching - Engaging students in multiple participation modes

1. What is dual-mode teaching and why do we adopt it?

Dual-mode teaching means providing both online and classroom-based instruction in a course (Beatty, 2019). It is also named as Hybrid-Flexible (HyFlex). Students are provided with choice regarding whether they want to attend the course online or in the classroom. Dual-mode teaching offers students the maximum flexibility and accommodates different students' needs in an inclusive manner.

2. Principles of dual-mode teaching

A key challenge of dual-mode teaching is to connect with and engage all students by offering them equal opportunities to participate effectively in all the learning activities and assessment (Ferrero, 2020). There are four principles of dual-mode teaching (Beatty, 2019):

Learner Choice: Provide learners with alternative modes to attend your course and allow them to choose between these modes on a daily basis.

Equivalency: Provide learning activities in all participation modes which enables students to achieve equivalent learning outcomes regardless of the mode they choose.

Reusability: Utilise materials from learning activities in each participation mode as 'learning objects' for all students.

Accessibility: Develop technology literacies among students to facilitate equitable access to all participation modes.

3. Design and manage dual-mode teaching

3.1 Organise teaching contents

In dual-mode teaching, the intended learning outcomes of a course should be the same for all students participating in different modes. Following the constructive alignment principle (Biggs, 2014), we need to start from the intended learning outcomes and organise contents accordingly. Here are three questions to guide the thinking on teaching contents (Beatty, 2019):

What are the specific details about what the student must know? (content)

What (specifically) should the student be able to do? (tasks and skills)

What specific and additional contents are needed for students in each learning mode?

In most cases, the same content materials can be used for students in both online and face-to-face modes. In some cases, alternative contents and additional instructions need to be provided to a certain group of students. For example, if you write something on the whiteboard in the classroom, you need to make sure the online group has access (e.g. broadcasting synchronously) (TIPS: check if the online group can read your writing on the whiteboard as it could be blurred on their screen). An alternative way is not to use the whiteboard; instead, you could consider writing using a tablet electronically so all students can see it clearly and the contents can be easily captured.

It is recommended to make all contents available online through learning management system (e.g. Moodle). Some contents generated by students, e.g. through an online discussion forum, can also be captured and shared with all students. More tips on creating an inclusive online environment for all students can be found here: https://www.cetl.hku.hk/designolc/tips/designing-for-inclusivity-online/

3.2 Design activities

Similarly, the learning activities need to be aligned with the intended learning outcomes. Here are three questions to guide the thinking on designing interaction (Beatty, 2019):

What learning activities are required in each mode?

What unique or additional resources are required in each mode?

How will activities and resources be facilitated and/or provided to students in each mode?

It is important to note that some activities you usually conduct in the classroom might need to be adapted for the online group to participate. For example, the technique of think-pair-share (i.e. asking students to think about a topic, pair with a peer nearby, and share their ideas) that worked well in the classroom might not work well with the online group as students online do not have a 'neighbour'. Either we could use breakout rooms for the online room or ask all students to use an online platform to voice their opinions.

TIPS: some tools can engage both the online and face-to-face groups. For example, Kahoot, Mentimeter, Polleveywhere can be easily accessed through desktops and mobile devices. For a list of tools and their features, please see here: https://www.cetl.hku.hk/tel/technological-tools/

3.3 Assess student learning

As learning outcomes should be the same for all students in different modes, the assessment design should also achieve the same purpose regardless of its mode. Teachers may need to think carefully about how assessment can be effectively carried out in an online mode. Here are three questions to guide the thinking on designing assessment (Beatty, 2019):

What exactly will be assessed?

How will this assessment be conducted for students in each participation mode?

What specific issues associated with a participation mode may have to be considered and resolved?

The following table shows some additional issues to be considered for assessment in dual-mode teaching:

Participation in discussion

Classroom discussion

Online discussion forum
(flexible time; asynchronous mode recommended)

Online discussion forum
(flexible time; asynchronous mode recommended) OR
Contributions through ZOOM chats

Note: It is difficult to count contributions through ZOOM chats for large class.

Oral presentation

Presentations in the classroom

Presentations through ZOOM/ MS Teams OR recorded presentations OR change the format to a podcast (i.e. audio only)

All presentations through ZOOM/ MS Teams OR Presentations in the classroom + ZOOM/ MS Teams (or recorded presentations) OR change the format to a podcast (i.e. audio only)

Note: Rubrics might need to be adapted. E.g. It is unfair to assess eye contact and body language for the online group.

Final exams

Invigilated final exams in hall

Online proctored exams OR change the format to open-book with flexible time

All the final exams will be conducted online for the September-December semester 2020/21 at HKU.

Some forms of assessment can remain basically the same in dual-mode teaching. Examples are: projects, case studies, essays, term papers, and portfolios. However, if this is team-based work, additional considerations may be needed on: grouping (e.g. whether students from the two groups should be put in the same group), assessment of teamwork processes (e.g. some online tools, e.g. Google Docs, might be used to assess how the team works together), and assessment of individual students' contributions. A comprehensive resource on assessment can be found here: https://ar.cetl.hku.hk/ and a discussion on online teamwork assessment here: https://www.cetl.hku.hk/designolc/guides/designing-and-assessing-teamwork-online/

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Dual-mode teaching - Engaging students in multiple participation modes Dual-mode teaching means providing both online and classroom-based instruction in a course (Beatty, 2019). It is also named as Hybrid-Flexible (HyFlex). Students are provided with choice regarding whether they want to attend the course online or in the classroom.

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The return to campus has ushered in new ways of teaching for many at Sydney; one of these is optimistically referred to as "HyFlex". Although HyFlex has been around for at least a decade, it has received renewed attention during COVID-normal teaching because it typically involves classes where students are simultaneously face-to-face and online. In the Sydney context, this typically means you have a class with on-campus ('CC' for Camperdown campus) and remote ('RE') students.

Despite its advantages for students especially during a pandemic, HyFlex is not without its challenges and takes considerable planning, orchestration and frequent troubleshooting. In this article, we follow up on a previous article about mixed-mode teaching to address some key considerations for the running of HyFlex classes, and discuss approaches for structuring HyFlex sessions. We also offer some resources on equipment set-up and troubleshooting.

Running a HyFlex class

The success of a HyFlex class is its ability to engage students both present in the classroom as well as online, with both groups being able to achieve the learning outcomes the class aims to address. The five points below can be used as a checklist to consider how to best run class activities. These are: voice, vision, clarity, connections, and contributions.

Voice

Can everyone hear each other? Does everyone know how to verbally enter the discussion? We've all been in Zoom meetings where terrible audio has detracted from everyone's understanding. In a HyFlex class, audio is even more important. A common barrier is not knowing how to best join the discussion - what can Zoomers do to indicate that they wish to speak? Make it clear how you would like them to communicate (e.g. hands up in Zoom and wait for you to ask them to unmute their microphone) and ensure they feel equally welcome to do so. A common technical issue is that on-campus students are not audible on Zoom unless they are speaking directly into a microphone. Foster etiquette in your on-campus students that they need to speak into a microphone if providing verbal contributions to the whole class. For very short student input that is not picked up in a microphone (e.g. a quick question), for efficiency you may choose to just repeat it for the Zoomers.

Vision

Can everyone see each other? Can the Zoomers see you (the teacher)? Can you see your Zoomers' videos, raised hands, and chat contributions? We are all used to teaching to black rectangles on Zoom; when students are simultaneously remote and on-campus, we need to work extra hard to build a connection between both groups. Often, seeing each others' faces and reactions is a good start. Typically the best way to do this is to use two devices in a room (e.g. the lectern computer and your own device) to ensure that Zoomers stay visible. If your teaching venue supports 'dual projection' (i.e. two projection screens), it's even possible to set it up so that one screen is dedicated to showing Zoomers' video feeds and chat - see option 1C in our HyFlex setup guide.

Clarity

Is it clear for both groups of students how they can complete class activities? To keep the momentum of a live class, it's important that both remote and on-campus students know what's happening and what they should be doing. In 2020, we all developed expertise in being clearer to all students because we were all on Zoom - when to use chat, when to raise hands, when to unmute microphones, where to post contributions. When teaching HyFlex, we often fall back to face-to-face mode and give clear guidance to on-campus students while Zoomers languish in uncertainty. Being clear about how you want students to access resources or shared documents, how long you want them to spend on each activity, and what you will do at the end of the activity (e.g. get one person to share, collate responses etc) can help to set the expectations for both groups. As much as possible, run the activity the same way for on-campus and remote students - see our tips below around contributions and designing for 'online first'.

Connections

During HyFlex learning, it is very easy for students to feel disconnected from teachers and peers, even those who share the same virtual or physical space. One approach to supporting connections is to use one of the projector screens to show the Zoom video feed and chat, so that Zoomers can be continually visible to on-campus students and yourself (option 1C in our HyFlex setup guide). For some group activities, you may want to consider creating breakout rooms with a mix of remote and on-campus students; on-campus students will also need to be logged into Zoom, and bring earphones. This works better if your teaching venue has sufficient space for on-campus students to spread out while in these mixed-mode breakout rooms.

When teaching a HyFlex class, we have found that we feel most connected to Zoomers if we can see them and be able to turn to face them. We typically do this by having a second device (e.g. a laptop with a built-in webcam) that sits on the lectern and is also connected to the Zoom meeting. This second device has the Zoom video feeds and chat box, so that we can see the Zoomers and can very intentionally look at them through the laptop's webcam and be seen to be speaking to them directly.

Contributions

During 2020, many educators flocked to online tools such as Padlet, Google Docs, Google Jamboard, Miro, MindMeister, Mentimeter, and even the humble Zoom chat and Zoom whiteboard. The common element amongst this plethora of tools is a shared (online) space to collect student thoughts and contributions, usually synchronously (live). These tools had significant benefits when everyone was learning and teaching online in substituting for flipcharts, post-its, and whiteboards that were used in face-to-face teaching. When teaching in HyFlex, student contributions need to be more carefully orchestrated. Who is writing where, when? Are both remote and on-campus students adding ideas and comments into the same space? Can both groups of students access the activities equally?

Using a single online space to gather student contributions, similar to how we taught fully online in 2020, can help to keep instructions simple for students and reduce their cognitive load (and ours!). The single online space also helps us to monitor student contributions more easily. Some of the technologies we have found particularly helpful have included Padlet (which allows students to anonymously and quickly share short written content, photos of their work or even links to files). Also, the Google or Office365 suite have also been helpful in creating online spaces that allow students to contribute ideas (e.g. documents with pre-filled prompts for students to complete [see screenshot at right], spreadsheets for students to contribute data, slide decks for students to contribute ideas or explanations). As the teacher, it is really helpful to be able to see students working in real-time and stay digitally present with them even as they work in the isolated spaces of Zoom breakout rooms. Having remote and on-campus students contribute to the same shared online space also helps to build connectivity between the groups.

Designing the structure of a HyFlex class

It's also important to consider how the format of the activities within a class could be structured to make the most of you and your students' time and physical/virtual locations. We have come across three main approaches to structuring a HyFlex class session.

The first approach involves remote and on-campus students largely working as independent groups. While activities run, you (the teacher) dedicate your attention to one group at a time, while the other group works independently. For example, you may design an independent or group activity that does not require teacher input, such as curating media reports on a topical issue. This independent activity (i.e. not teacher-assisted) may be completed by the Zoomers while you actively lead a different activity with the on-campus students (e.g. a facilitated discussion on fake news). Halfway through the class session, you swap and the Zoomers have your undivided attention for the facilitated discussion, while the on-campus students work on the independent activity. This has the benefit of reducing your own cognitive load (needing to only work with one group at a time) and giving each group your full attention. However, it would be more difficult to build a sense of student-student connection between remote and on-campus students.

The second approach involves running the same activities at the same time for both remote and on-campus students, but the two groups of students contribute to separate spaces. For example, you may run an activity to brainstorm approaches to inviting public opinion on mask wearing. On-campus students work in on-campus groups around physical tables and chairs and flipcharts, whereas remote students work in Zoom breakout rooms and fill in their ideas into a Google Doc or online mindmap. This approach has the benefit of keeping all students at the same stage (which may aid the sharing of generated ideas), although there are still challenges in connectivity between the groups. There may be some technical challenges around sharing the contributions between the remote and on-campus students as well, since they are working in different spaces.

The third approach involves intentionally mixing the remote and on-campus students during class activities. As part of this third approach, it's important to have a shared online space where both on-campus and remote students can contribute ideas to - this enhances connectivity between the groups because their contributions are seen together. You might also consider forming form 'mixed-mode' breakout rooms in Zoom; this requires on-campus students to be connected to Zoom on their own devices (and using earphones/headphones), and you creating breakout rooms that each have a mix of remote and on-campus students (asking students to rename themselves in Zoom and appending a 'F2F' or 'Zoom' to their name helps here). Mixed-mode breakout rooms can be challenging (they take a bit of time to set up, the background noise of talk in the room can get distracting for Zoomers), but it builds good connectivity between the groups.

You don't need to go all out and make mixed-mode breakout rooms though - the main consideration with the third approach to HyFlex structure is to ensure that remote and on-campus students are sharing and contributing to the same space. For example, on-campus and remote student groups might work separately to each other during group discussions, but all students might contribute ideas to the same shared online space (e.g. Padlet, Google Docs, etc). After the group activity, you'd then structure and run the whole-class discussion to overtly include the voices of both remote and on-campus students, such as by deliberate turn-taking.

Our general tips for teaching in HyFlex

1. Design for 'online first' - as much as possible, design activities that can be completed fully online. This is the shared space between remote and on-campus students, and important so that remote students do not feel second-class. On-campus students can use their own or their peers' devices to contribute to activities online. Designing for online first also makes 'instructional continuity' easier - this is a somewhat clinical but accurate term which means that teaching can continue in the face of unexpected events such as local lockdowns or catastrophic weather.

2. Keep it simple - giving instructions for two separate groups of students can be both challenging and time-consuming. If you can keep the activity design simple, this will help reduce the time and cognitive load it takes to set up and explain who should be doing what, where, and how.

3. Limit your transitions - it takes a few minutes to completely transition between one activity and another (e.g. from a segment where you 'lecture' to the next segment where there is a student-paced activity). Reducing the number of different activities or segments will help to reduce the time and cognitive load it takes to move your students (and you) between them. If possible, stick to the same format of the activity even if you tweak or alter the focus halfway (e.g. a Padlet activity on gathering student opinions, followed by a short interlude and then another Padlet activity where students comment on pre-prepared stimulus).

4. Allow for more time - everything in HyFlex takes longer, so allow extra time for setting up your teaching space (connecting Zoom, opening files, etc), setting up activities, managing questions from Zoomers and your on-campus students, etc.

5. Don't forget one group - it is so easy when teaching HyFlex to get sucked into one space, either focusing on the remote students as you manage Zoom, or the students in class as you naturally connect with students only a few feet away. Give yourself visual cues to help you remember to pivot between both groups, such as placing a laptop on the lectern with the Zoom video feeds, or making a note every few slides in your slidedeck to check on Zoom chat.

6. Invite your students to help - managing HyFlex on your own is a significant challenge. Usually, HyFlex is most successful when there is a second teacher. In the absence of this, try to ease your own cognitive load by asking a couple of on-campus students to be 'Zoom advocates' who help you monitor Zoom chat and raise relevant questions verbally, briefly summarise questions/contributions that are not audible to Zoom, remind you or other students to use the microphone, etc.

7. Set student expectations - HyFlex is fairly new to most of us, and our students too. It's important to set clear expectations about student behaviour and what remote and on-campus students will experience. Often a slide at the beginning of each lesson helps to remind everyone of these. Our HyFlex setup guide has some ideas, in the section on managing the room and student expectations.

Tell me more!

Check out the HyFlex setup guide, an illustrated step-by-step guide on teaching in HyFlex using University of Sydney venues.

We've developed a short HyFlex troubleshooting guide as well, focused on technical issues that might arise such as audio problems.

Sydney educators can book in for a HyFlex Clinic for hands-on practice with the technology available in teaching spaces, and consider modifications to teaching activities for HyFlex delivery.

Discover some more ideas about designing active learning activities for an 'online first' approach.

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The return to campus has ushered in new ways of teaching for many at Sydney; one of these is optimistically referred to as "HyFlex". Although HyFlex has been around for at least a decade, it has received renewed attention during COVID-normal teaching because it typically involves classes where students are simultaneously face-to-face and online.

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Adopting HyFlex in higher education in response to COVID-19: students’ perspectives - Lucas Kohnke & Benjamin Luke Moorhouse

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Adopting HyFlex in higher education in response to COVID-19: students’ perspectives - Lucas Kohnke & Benjamin Luke Moorhouse

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-https://www.tandfonline.com/doi/epub/10.1080/02680513.2021.1906641

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ABSTRACT
COVID-19 has led to dramatic changes in the way teachers teach and students engage in higher education (HE). To cater for social distancing and learners' diverse needs, including being in different geographical locations from their HE instruction, different modes of teaching and learning have been adopted. One such mode is HyFlex. HyFlex sees teachers teaching students at the same time in a physical classroom and synchronously online through video-conferencing software. This small-scale exploratory study considers the experiences and perceptions of nine post-graduate students who attended a six-week course delivered through HyFlex. Findings suggest that while there were communication challenges between students who attended through different modes, participants did appreciate the flexibility it afforded. The utilisation of various features of the video-conferencing software and other digital tools were seen as essential to the effectiveness of HyFlex.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lucas Kohnke
Lucas Kohnke is currently a Teaching Fellow in the English Language Centre at The Hong Kong Polytechnic University. His research interests include technology-supported teaching and learning, professional development using information communication technologies, and EAP/ESP course design. Lucas's research has appeared in journals such as: Journal of Education for Teaching, RELC Journal and TESOL Journal.

Benjamin Luke Moorhouse
Benjamin Luke Moorhouse Moorhouse is an Assistant Professor of English Language Education in the Department of Education Studies, Faculty of Social Science at Hong Kong Baptist University. His research focuses on teacher education, teaching English language learners, and the role of technology in English language teaching and learning. Currently, he is researching teachers' responses to COVID-19 at various levels of education. Benjamin's research has appeared in journals such as: Asia-Pacific Journal of Teacher Education, Journal of Education for Teaching, Asia-Pacific Journal of Education, ELT Journal, RELC Journal and TESOL Journal.

# data[].attributes.attachment_link.title
Adopting HyFlex in higher education in response to COVID-19: students' perspectives

# data[].attributes.attachment_link.description
ABSTRACT COVID-19 has led to dramatic changes in the way teachers teach and students engage in higher education (HE). To cater for social distancing and learners' diverse needs, including being in different geographical locations from their HE instruction, different modes of teaching and learning have been adopted. One such mode is HyFlex.

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Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses - Ann Neville Miller,Deanna D. SellnowORCID Icon &Michael G. Strawser

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Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses - Ann Neville Miller,Deanna D. SellnowORCID Icon &Michael G. Strawser

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https://www.tandfonline.com/doi/abs/10.1080/03634523.2020.1857418?src=recsys&journalCode=rced20

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Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses

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Although a third of college students take at least one course online today (Lederman, 2018), surveys report that as many as 29% of college instructors do not accept online learning as an effective ...

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Bonni Stachowiak shares how to create engaging asynchronous activities for Hyflex courses on episode 351 of the Teaching in Higher Ed podcast.

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Bonni Stachowiak shares how to create engaging asynchronous activities for Hyflex courses on episode 351 of the Teaching in Higher Ed podcast.

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Bonni Stachowiak: Today on episode number 351 of the Teaching in Higher Ed podcast, I share about HyFlex and how to create engaging asynchronous activities.

Production Credit: Produced by Innovate Learning, maximizing human potential.

[music]

Bonni Stachowiak: Welcome to this episode of Teaching in Higher Ed. I'm Bonni Stachowiak, and this is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to improve our productivity approaches, so we can have more peace in our lives and be even more present for our students. Prior to listening to today's episode, you may have heard of before what is known as the banking model of education.

The banking model of education was criticized by people like Paolo Freire, having to do with just our jobs as teachers, as educators being about pouring information into students' heads and asking them to recite it back to us at some future date. In relation to that, I see as we are doing more online teaching collectively in higher education, this resistance between wanting to avoid doing the banking model of education in our classes, but finding out that it's a lot harder than it seems.

In this episode, I'm going to be sharing some of the things that I'm doing around building asynchronous content for my HyFlex classes. Before I do that, I should share my own definition of what I mean when I say I'm teaching HyFlex. There's a lot of different ways that people define HyFlex. The biggest distinction between what I'm doing and what I see a lot of institutions doing is thinking that HyFlex means that I go into a classroom space, as in a physical classroom with windows and doors- maybe not windows, maybe it's just a door, but between going into there and offering people the opportunity to join that class via web conferencing tools. That is not how I define HyFlex.

How I define HyFlex in this particular case is that I am teaching entirely online. I am doing synchronous sessions that have asynchronous components that students can participate in if they are either unable to or prefer not to attend a scheduled synchronous class session. That's what I mean when I say HyFlex. I mean that, first of all, most of my class, regardless of how a student engages in that one component of it, the typical class component of it, is asynchronous content, and at least where the accrediting agencies in higher education in the United States, most of them still go with a really outdated method of quantifying learning, instead of-

Yes, it is about assessment, but also using what's called the Carnegie credit hour. We have to show and demonstrate that so much of our class is made up of in terms of the hours that it would take the typical person to complete them. Of course, what that used to look like, in many cases, would be meeting three times a week for an hour, and then having some textbook readings, and maybe a paper and a test, that kind of thing.

I do a lot of things that are different than that. I offer a lot of activities that are small stakes activities that are what I would refer to as mini-assessments. A lot of thinkers and experts in this area talk about assessing for learning, versus assessing for having these high stakes, high pressure, high anxiety-producing assignments. I do a lot of that in my teaching, and I'm going to talk a little bit about some of the techniques that I've been using to attempt to make the asynchronous portions of my class, whether it's an option for someone not attending the scheduled class, or whether it is simply part of the rest of the class, but all of the students are participating in.

I do try to reject the banking model and to have it be as engaging as possible. I've got some techniques that you can try in your own teaching to do that as well. When I do this, I find that curation is an essential skill for me to have a central thing for me to practice. By curation, I'm drawing from the work of Harold Jarche and others who talk about personal knowledge mastery.

This, what Jarche calls seek, sense and share, that whole sense-making process where I'm going out and seeking out information, tools, resources, and then making sense of it, in this case, helping my students to do the same, helping them to make sense of it. Rather than try to come up with my own content entirely, I'm trying to draw from all that's out there that's so much better than anything I would ever be able to produce on my own.

Here are a few examples. I've mentioned this before. I like to use Michael Sandel's Justice videos. He teaches at Harvard. He has, at least at the time I knew of, was among the most popular classes at Harvard. His class called Justice: What's the Right Thing to Do? He has a book about it, which is excellent, and he also has a series of videos that they produced a number of years ago.

It takes place in either the largest or one of the largest lecture halls there. It has lots of opportunities where he would ask questions to the students. They have all kinds of cameras and there are camera angles, and all that, to get right up in the face of the student who's answering, and he'll go back and forth. It really is a delight. I read somewhere, he started with it being something like three or four hours of content, and it gets all the way down to 40 minutes. They really do a nice job on editing. He's a delightful Socratic professor, and it's just so fun to see him engage in that way.

I place that video, which is available on YouTube, I place it inside of our Canvas Learning Management System. We also subscribe to their Canvas Studio tool. When it's in there, there's an opportunity for students to chat, where as soon as he asks a question, I tell them to pretend as if they're sitting in that very same lecture hall, and he's just asked them the question. As soon as they start typing, the video pauses.

As soon as they submit their comment, it puts a little dot there so I can see. By the time all the students have gone through, there's just dots all over the video, and I can go and read through and see what different students- Now, Canvas Studio is not the only tool that will allow you to do this. There are many tools that will create this kind of engagement. What is nice about Michael Sandel's videos is that he is such a Socratic method instructor, such that it's already built that way. I don't have to change it.

If you're going to record videos yourself and produce some original content, it's good to draw from those lessons to be asking questions. I've started doing that more and then just pausing a little bit, giving them a chance to go type in their answer to whatever question I've posed. Another example of something that I have curated recently is Mike Caulfield's SIFT modules. You've heard me share about that on prior episodes. It's a wonderful three-hour set of modules that anyone can go through.

They're available through an open license. Not only can you use them through an open license, but you can actually replicate them and make modifications. What they're designed to do is to help any of us better be able to assess the credibility of something that we find on the web, most often something in the news, although it could be anything. It's a wonderful set of tools, and it's very engaging. I am using it with students this semester, and they are telling me, "Wow, I love how it's not too reading intensive."

He's got short text components to it. He's got videos. He's got games that people play. He prescribes using what he calls a digital notebook. I've added a few things to his digital notebook idea where I ask them to include screenshots after they've completed playing any of the games that he has. I ask them to copy and paste over key terms so that they've got a digital notebook that includes the questions that he poses and includes the information, so that by the time we've gone through all of the modules, which we're getting close to now, some of them already have, then they have a digital notebook that can help them anytime they want to revisit this.

Then in the coming weeks, they will be actually using SIFT on a regular basis to bring in news items related to our course, which is business ethics. It's been a wonderful resource, very positive feedback from students. What I really like about it is the ways in which I'm not asking them to completely throw away everything that they've ever heard about everything having to do with the news.

We come into spaces like this already having, from our families, from people who have influenced us, ideas already about which news sources are likely to be credible or not. Rather than me trying to go with the rip the band-aid off approach, it's kind of, hey, this information is out there, here's a resource that you could use, and letting them discover their way toward better credibility. It's really working out well, just the reflective comments that they are all providing has just been wonderful. Then the other things that I have curated for this class include some open textbooks.

If you are going to be wanting to have more asynchronous activities in your classes, there are wonderful open educational resources. It could be a textbook, it could be a video series, it could be any kind of an interactive way to get people thinking about the content. I have two that I draw from from the business ethics class, and then I also have some short quiz questions and reflective questions that I include as part of their completion of that portion of the class.

Then, of course, anytime that we can bring movies in is wonderful. Our institution has recently subscribed to a couple of different movie services where students can access a number of different documentaries. A couple of weeks before the semester started, I asked which movie services they already subscribed to, and 100% of my students already subscribed to Netflix. I was able to use a couple of movies from that service without adding to the cost of the class and I was excited about that.

I was a little bit disappointed because there was a documentary that I really liked using called The True Cost about the fast fashion industry and, unfortunately, is not available on Netflix anymore. I decided not to use it although it is tremendous, but I decided not to use it as a part of this class. Then there also- from Bryan Dewsbury who was back on episode 215, he recommended the This I Believe essays and NPR has done a wonderful audio series of it. There's a whole online set of tools that you can use. He does it in his STEM classes. His background is in marine ecology and ecological economics, but it fits any discipline, he says.

I'm planning on having them write a This I Believe essay after listening to a few of them, and also getting the option if they would prefer to read a few of them additionally. As far as other ways that I engage with them, one that is working really well that I want to mention before we kind of get into a little bit of the other aspects of these asynchronous activities is using a screen casting tool called Loom. Loom is like many of the other ones I've recommended in the past Screencast-O-Matic, which is actually built into Canvas's Studio video tool that I talked about earlier.

There are lots of good ones out there. What I always look for is how fast can I set up a recording? How flexible is it as far as having it show my webcam or not, my screen or not? Any combination of those things. Then how fast can I get a link, a URL to that video? With Loom it hits all of those components. They do offer a free pro-account for educators, or students as well, anyone with an EDU email address. I'd highly suggest that you take a look at Loom because it has just been delightful.

I'm finding that there's something about it, most of them so far have been using the webcam with- it just shows their face in the lower left hand corner. Then they'll show me things on their screen. For example, one time I asked them to show me actually on their screen where they get their news from. That was an introductory reflection exercise and it worked great. I also have them playing some Quizlet games, some flashcard games, and showing themselves doing it and it's hysterical.

I had a student who says, "This is my dog, her name is Bella. She's here to support me, let's do this." It's spectacular, their personalities are really coming out and I'm having a delight. On a recent episode, we heard from Courtney Plotts about the Community of Inquiry framework. It wasn't the first time but it was the first time in recent episodes that we've looked at that and that can allow us some different ways to think about engagement in online classes, specifically, building asynchronous assignments or activities. Reminder, that the CoI, the Community of Inquiry framework includes three components.

The first one is social presence. This is the ability of participants to identify with the community, to communicate purposefully in a trusting environment and develop interpersonal relationships by way of projecting their individual personalities. You heard me talking a little bit about that with the dog Bella, when I talked about the Loom exercise. I've got an article that I'm quoting a little bit from on the definitions that will help you build upon your knowledge of the Community of Inquiry framework, and then it's also included in a open textbook as well for you to learn more.

Then we also have cognitive presence. That's the idea that we're asking learners to be able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. That's kind of we're going from the more interacting with our peers, our colleagues, to interacting- building that neural network of knowledge in our own minds.

Then there's the teaching presence.

This is where we often come in, the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful, and educationally worthwhile learning outcomes. As we think about social presence, cognitive presence, and teaching presence, I hope that you see that one thing is in common. They are all rather contrary to the banking method of education.

It's about relationship, it's about questioning things, it's about not just pouring information in and pouring it back out, but, actually, interacting with it and being able to construct it to make meaning for ourselves, have it be relevant, and to be able to see where there are differences with other people and opportunities to connect and see similar perspectives as well. As I close this part of the episode, I'm going to share about these three components of the CoI model, and then I'm going to share just a few techniques that I'm using for each one.

Let's think about the social presence. This is that student to student presence, building opportunities for them to engage with one another. As I have done even more online teaching and especially teaching during a pandemic, I just continually reflect on the importance of trust. Trust is hard to build between students who don't otherwise know each other in normal times, let alone now. I have found that I just need to forgive myself maybe or allow myself to recognize I don't need to and I don't want to force this too early.

When we build in all of these discussion boards that ask them to do things in very transactional ways, or even the opposite where we're asking them to share such intimate details that may not be particularly helpful at that part- They haven't gotten to know each other and built up that trust yet. I find that what's working well for me is to build up their confidence first and trust in me, because a lot of the things that they're learning are some- I mean, we're talking about business ethics, and what is right what is wrong, and to work our way into then the more opportunities for them to engage with others.

I also find that in terms of that social presence having some playfulness built in, I mentioned recently about asking students to share memes with me. Then wanting to share them with each other in discussion boards, and about the learning outcomes for the class on some of the stuff they have found is just an absolute hoot. It's been really fun. When it comes to cognitive presence, you won't be surprised to hear that I use a lot of retrieval practice, a lot of these small stakes assignments that you get the check for having done it.

I think back to Mike Caulfield's SIFT assignments that he has us as learners do in his three hour SIFT modules that help us assess the credibility of news sources. One of the games he has us do very early on is to see how well we can predict whether or not something is true. I don't want to spoiler alert, I don't want to ruin parts of what he's trying to teach, but a lot of us- students were surprised how many they got wrong, and I keep having to tell them, "I got a bunch wrong, too."

It's very normal, if you aren't experts in this stuff to have built up some ideas about what actually is going to help you tell if something's credible or not, and to be wrong about it. The fact that they did it, checked the box, it didn't matter how many they got wrong. In fact, how many they got wrong can be a way for them to see, "Oh, wow, I have a lot I can learn here. It's time for me to pay attention," and that's been really fun to see them doing. I talked about the Quizlet games, and so I built up a number of different flashcard decks to review some of the content from the course.

There are different games and little assessments that you can do on Quizlet individually. I tell them to go in and try a few of the games out and then to take a few minutes to do it five or so times just to continue to build in some of that retrieval practice opportunity. Then on the final one, I have them record themselves on a Loom video playing the game. Again, as small stakes assignment I'm just checking off that they did it.

I'm not caring about how long it took them. Some of them do really get competitive and want to get the first place in terms of the time- Not all of them do, but it's been fun to see that. By the way, I don't think I'll ever get first place after putting them in front of students, because some of them really do get awfully fast. I can't keep up even though I know these terms well.

Then when it came to the students going through my Caulfield's SIFT Course, the emphasis was on trying to get them to see the games were supposed to be fun, but they still felt nervous about not getting it right. I think that built some additional trust with us, that learning doesn't have to have everything assessed for a grade or for a series of points. You did it, and that's the important part of the learning.

Then, I mentioned previously that they really did like that it wasn't too heavy on the reading. Just the more I have been teaching, the more I realize the less I have them read, the more they're likely to read whatever it is that's been assigned. I realized that not every class is that going to be true for. Not every style, but it's just something for the many of the classes that I teach. I find that the longer those reading assignments is, the more disproportionately- the likelihood goes down of them actually completing the reading.

Then finally, we have the teaching presence. One thing that I found that some students had trouble getting used to is the part in Canvas, and other learning management systems but I've found Canvas does it the best, is that the feedback that I have on their assignments can be a conversation. There's a little comment area, you can comment in written text, you can comment via an audio recording, you can also comment via a web-based recording, it pulls up your webcam, asks for permission to record it and use the camera et cetera, and the microphone.

Then, I had some students who were saying ,"I didn't know if I wrote back to you here, if you would see it." It comes into my email, and then also is they're waiting for me the next time I log into the class, but that was kind of nice for them to start to warm up to this idea that this can be a back and forth. Again, I mentioned that most learning management systems that's not that natural to be able to have that back and forth, and that is something that I like a lot about Canvas.

I really found we've had some incredibly powerful conversations, right? They feel very intimate and very, very much that I'm accomplishing the goal of building up that trust among us that we can talk about some really deep things that's been really important and not something that often comes in most forms of assessment. That's been really nice. I start out each class with a process called Examen.

It does Ignatius prayer, actually, but that's not where I first learned about it. Basically, it's a way of building community and it's asking two questions. What brought you life since we last met? What took life away? People who join me for the synchronous class, the scheduled one, they can answer that out loud if they'd like, with or without video. They can answer it in the chat so that everyone can see it, or they can answer it in the chat privately just to me if it's something that they would rather keep just between the two of us.

Then, the second question that Examen asks is, "What took life away since we last met?" Those people who are unable to join us or prefer not to join us for the scheduled class are able to answer that question on a discussion board. They can do it via Loom if they want, or they can just write down the words that answer those two questions as well, and that's a way where we can build a community.

Something that I'm looking forward to doing in the future is bringing the two groups together. I generally have about 20 to 30% on a high week of students electing to do the asynchronous work, the asynchronous activities, and I don't have quite as much as any kind of a crossover with the answers to these two questions. That being said, though, a lot of the students who are joining synchronously still prefer to keep at least the answer of what took life away just between the two of us.

I don't know how much I want to force it, but it is something I've been thinking about. As far as teaching presence goes, I've really enjoyed, again, Mike Caulfield's reflective questions that he includes in the SIFT Modules. One of the things he asks in there that I, of course, then pass on to ask the students to answer is, "Have you ever had anyone you know fall victim of conspiracy theories?" That's been, wow, I mean, really revealing for me to see the extent to which they're seeing these kinds of things in their own lives.

I'd like to make a few comments before I go to the recommendation segment of just how I am addressing building asynchronous activities, versus then building the synchronous sessions and how they're going to go. I'd begin the entire process by planning the asynchronous activities first. In my head, I am picturing what is it that I want them to be able to do with this, whatever this is. I need to make sure that everything that we're doing is tied to the course learning outcomes.

When it comes to, for example, the SIFT modules I referred to earlier, that ties to a learning outcome for the class that talks about using the SIFT methodology to assess the credibility, the likely credibility of a news item, a business ethics news item. I'm thinking about that end in mind, but then like what do I want them to be able to do? Part of it is on things as major as the SIFT modules, for example, it's not about perfection at every step, it's a lot about progression.

I mentioned that little quiz that he has in the beginning. That's not about scoring 100%. That's an activity that's very engaging, that shows in a non-threatening way the areas of opportunity for learning about this thing. I always start by building the asynchronous first, and then figuring out how to design the synchronous session takes me hardly any time at all, because I've put so much time into making sure that that asynchronous activity is engaging.

That they're doing things with what- They're not just reading passively, or watching a video passively, there's always something that they're doing and it breaks it up, the activities break it up so that they're not listening to me talk too long. They're not listening to anyone else talk too long. They're engaging in their learning in observable ways. I hope this has been helpful look at the way that I am teaching HyFlex and specifically building out engaging asynchronous activities.

I'd love to hear from you if you've been experimenting with other things and have things to share as well, that would be wonderful. This is the time in the show where I get to share some recommendations that I have. The first one might be predictable. I'd like to recommend that you go try out Loom. The link that I have in the show notes is going to take you to loom.com/education.

That's where you can both sign up for an account, but also then verify your account to show that you are either a student or someone from an educational institution. It took me no time at all. They're just double-checking that you have an EDU email address. That's a high recommendation and to use it in engaging ways to get your students talking with you, you talking back with them, and creating that sense of community that I described earlier.

The second recommendation I would like to make is a book. I really enjoy the writer whose name is Amber Ruffin. She is a writer for Late Night with Seth Meyers and she often comes on the show and is quite, quite funny. I was excited to hear that she had co-written a book with her sister and it really is a good read. The book is called, You'll Never Believe What Happened to Lacey. That is Amber Ruffin's sister. You'll Never Believe What Happened to Lacey: Crazy Stories about Racism by Amber Ruffin and Lacey Lamar.

If you have ever heard of Amber Ruffin before, you know that she's funny. She's been a comedian and a writer for quite some time now. This is a look at racism that does definitely have a light-hearted approach yet it is also really, in a strange way to try to describe is also very much in our faces. Just looking at some of the stories from Lacey, her sister living in Nebraska. She says in the book description she says, "Trust us, you'll never believe what happened to Lacey."

They talk about in the book that people of color- Yes, you're actually going to believe what happened to Lacey, because these kinds of things are happening to you, too. It's definitely not the only book I would want someone to read about the subject of racism, but to me, it was just a really nice way- Nice is the wrong word. It was a healthy way to look at the experiences that people of color, particularly Black people, have to have all of the time in our country.

I enjoyed it from that. It went from both light-hearted to feeling really heavy. It's again hard to explain that juxtaposition of how they were able to do it. I'm going to read a little bit from the book description here. "From racist donut shops to strangers putting their whole hand in her hair, from being mistaken for a prostitute to being mistaken for Harriet Tubman, Lacey is a lightning rod for hilariously ridiculous yet all-too-real anecdotes. She's the perfect mix of polite, beautiful, petite, and black, that apparently makes people think, 'I can say whatever I want to this woman.'

And now, Amber and Lacey share these entertainingly horrifying stories through their laugh-out-loud sisterly banter. Painfully relatable or shockingly eye-opening, depending on how often you personally have been followed by security at department stores, this book tackles the modern-day racism with the perfect balance of levity and gravity." Those are my two recommendations for today.

I want to thank you for listening to today's episode. Thank you for listening to and being a part of this community. If you have not yet subscribed to my weekly updates, I'm going to encourage you. Now is the time because I recently revamped them, and they're going to give you the most recent episode highlights from it and the resources that were shared. It will include related episodes that are hand-curated by me, by the way.

They also include some quotable words, some recommendations, additional to the ones that I share about on the podcast, and also kind of give you a preview of the next episode to come. Head on over to teachinginhighered.com/subscribe. I'd love to have you hearing from me that way as well. Thanks so much for listening and I'll see you next time on Teaching in Higher Ed.

[music]
[00:32:36] [END OF AUDIO] The transcript of this episode has been made possible through a financial contribution by the Association of College and University Educators (ACUE). ACUE is on a mission to ensure student success through quality instruction. In partnership with institutions of higher education nationwide, ACUE supports and credentials faculty members in the use of evidence-based teaching practices that drive student engagement, retention, and learning. Teaching in Higher Ed transcripts are created using a combination of an automated transcription service and human beings. This text likely will not represent the precise, word-for-word conversation that was had. The accuracy of the transcripts will vary. The authoritative record of the Teaching in Higher Ed podcasts is contained in the audio file.

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Create Engaging Asynchronous Hyflex Activities, with Bonni Stachowiak - Teaching in Higher Ed

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Bonni Stachowiak: Today on episode number 351 of the Teaching in Higher Ed podcast, I share about HyFlex and how to create engaging asynchronous activities. Production Credit: Produced by Innovate Learning, maximizing human potential. [music] Bonni Stachowiak: Welcome to this episode of Teaching in Higher Ed.

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Discussion Paper on Hybrid Teaching and Learning Prepared December, 2020 by the UBC Centre for Teaching, Learning and Technology (CTLT)

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Discussion Paper on Hybrid Teaching and Learning Prepared December, 2020 by the UBC Centre for Teaching, Learning and Technology (CTLT)

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Definitions - a twitter thread (Martin Compton)

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Definitions - a twitter thread (Martin Compton)

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Credit to all who have hgelped so far! New version based on suggestions and ideas so far- I am happier with this as holding text at least! thank you

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Credit to all who have hgelped so far! New version based on suggestions and ideas so far- I am happier with this as holding text at least! thank you https://t.co/Qt02KkdnjY

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on-campus, online, blended, hybrid, hyflex. I am going round in circles trying to write a clear explanation of why there's no clear explanation of these terms and in so doing offer a relatively clear explanantion...agree?disagree? got something I can nick? https://t.co/Bx7comoxJI

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Something went wrong, but don’t fret — let’s give it another shot.

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Credit to all who have hgelped so far! New version based on suggestions and ideas so far- I am happier with this as holding text at least! thank you pic.twitter.com/Qt02KkdnjY
— MartinCompton (@mart_compton) July 26, 2021

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Credit to all who have hgelped so far! New version based on suggestions and ideas so far- I am happier with this as holding text at least! thank you https://t.co/Qt02KkdnjY

# data[].attributes.attachment_link.metadata.attachment_props_source.includes.tweets[].text
on-campus, online, blended, hybrid, hyflex. I am going round in circles trying to write a clear explanation of why there's no clear explanation of these terms and in so doing offer a relatively clear explanantion...agree?disagree? got something I can nick? https://t.co/Bx7comoxJI

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Credit to all who have hgelped so far! New version based on suggestions and ideas so far- I am happier with this as holding text at least! thank you https://t.co/Qt02KkdnjY

# data[].attributes.attachment_link.metadata.attachment_props.text
Credit to all who have hgelped so far! New version based on suggestions and ideas so far- I am happier with this as holding text at least! thank you

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
on-campus, online, blended, hybrid, hyflex. I am going round in circles trying to write a clear explanation of why there's no clear explanation of these terms and in so doing offer a relatively clear explanantion...agree?disagree? got something I can nick? https://t.co/Bx7comoxJI

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Synchronus Hybrid Teaching Tips (Hyflex Teaching)

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Here's a playlist specifically for all my videos related to synchronous hybrid teaching. If you have some of your students in person and some of your student...

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7 Things you should Know about the Hyflex Course Model

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7 Things you should Know about the Hyflex Course Model

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Abstract

The hybrid flexible, or HyFlex, course format is an instructional approach that combines face-to-face (F2F) and online learning. Each class session and learning activity is offered in-person, synchronously online, and asynchronously online. Students can decide how to participate. The flexibility of the HyFlex model demonstrates a commitment to student success, and that flexibility can also enable institutions to maintain educational and research activities during a disruption.

The 7 Things You Should Know About... series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues.

In addition to the 7 Things briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page .
This 7 Things was originally published in 2010; we have updated it to reflect 2020 learning environments.

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7 Things You Should Know About the HyFlex Course Model

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The hybrid flexible, or HyFlex, course format is an instructional approach that combines face-to-face (F2F) and online learning. Each class session and learning activity is offered in-person, synchronously online, and asynchronously online. Students can decide how to participate.

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QAA - Building a taxonomy for digital learning

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QAA - Building a taxonomy for digital learning

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See p. 5 - "Blended or hybrid learning?"

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Herriot Watt guidance - deciding which mode to use

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Herriot Watt guidance - deciding which mode to use

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Herriot Watt guidance for hybrid teaching

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Herriot Watt guidance for hybrid teaching

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I do still often repeat what's been said at the back of the room, not least because I'm usually projecting better. It makes hybrid feel less dynamic than in-room, but that makes sense at this stage of development & ensures everyone's following.

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Learning Pearl: Hybrid Teaching Checklist

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Learning Pearl: Hybrid Teaching Checklist

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UoB HEFi Pedagogical Advice

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Learning Pearl: Managing Hybrid Teaching

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Learning Pearl: Managing Hybrid Teaching

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UoB HEFi Advice for Hybrid Teaching

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Learning Pearl: Active Learning in Hybrid Teaching

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Learning Pearl: Active Learning in Hybrid Teaching

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UoB HEFi Pedagogical Advice

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H2m Pedagogy: Designing for Hybrid Learning in Medical Education

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H2m Pedagogy: Designing for Hybrid Learning in Medical Education

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Fawns, T., Markauskaite, L., Carvalho, L., & Goodyear, P. (forthcoming). H2m pedagogy:
Designing for hybrid learning in medical education. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds). Hybrid learning spaces. Cham: Springer.

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ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

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The University of Birmingham Hybrid Teaching & Learning Journey Presentation 18/11/21

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The University of Birmingham Hybrid Teaching & Learning Journey Presentation 18/11/21

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Danielle Hinton - HEFi, University of Birmingham

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great resource here, thanks

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Hybrid teaching has the potential to transform higher education. But questions remain.

Credit: Aleutie / Shutterstock.com © 2023

Hybrid teaching allows for a more bespoke learning experience, one in which students can work at their own pace and have access to a variety of resources online. At the same time, they can still engage in face-to-face discussions and activities with their peers and instructors during in-person classes. In addition, hybrid teaching models can increase access to higher education. By offering online components, hybrid teaching allows institutions to reach students who may not be able to attend classes in person due to geographical, time, or financial constraints.

Hybrid teaching has also had an impact on the type of learning environment that students prefer. As a result, colleges and universities should be developing spaces for student-centered, social, and active learning.

1. What Are the Key Principles for Creating Hybrid Learning Spaces?

The first principle is inclusivity. This principle focuses on breaking down the barriers that separate remote and in-room students. At City, University of London, we began by thinking about an equitable model, but an inclusive model is more appropriate. Lecturers need to ensure that everyone is seen, is heard, can share content, and has equal ability to participate.

The second principle is approach and planning. The physical environment can provide cues and specify preparation by incorporating supportive learning spaces and inclusive technologies and by reinforcing the institutional plans and effective communication.

The third principle is social connections. Social contacts bring people, technology, and place together to facilitate learning.

The fourth principle is sensitivity to presence inequality, so online and on-site students can contribute equally.

The fifth principle is flexibility, my favorite word. This term highlights how important it is for learning spaces to easily adapt to different modes of teaching and learning.

The final principle-although this list is not exhaustive-is engagement, a vital consideration when designing hybrid learning spaces. (More on this later.)

Absorbing the lessons of the pivot to online learning during the pandemic, Alexandra Mihai of The Educationalist offers very pertinent advice about time on campus. She suggests: "Use classroom time for the activities where the teacher really brings added value" and "use student colleagues' presence as an asset." This should guide the more practical responses in rethinking our learning environment. The most effective design will depend on the specific needs of the institution and the goals of the hybrid learning model. However, after collaborating on the design of a number of hybrid teaching spaces, I can suggest a few key considerations:

Flexibility: Hybrid learning spaces, like any other spaces in higher education, should be designed to accommodate a range of teaching and learning styles, as well as different modalities (e.g., in-person, remote, asynchronous). This may include flexible seating arrangements (City has a number of these), movable furniture, and an educational technology setup that supports a variety of teaching and learning methods. Making do with existing technology or simply adding a webcam to the space is not sufficient.

Accessibility: Hybrid learning must be designed to be accessible to all students, regardless of their location or ability. This may necessitate making use of assistive technologies, captioning or transcription services, and on-campus physical accommodations that support students with disabilities.

Technology: Hybrid learning spaces should be equipped with high-quality and appropriate technology that supports effective communication and collaboration between in-person and remote learners. This includes high-speed connectivity, videoconferencing tools with interactive benefits, capturing visualisers and whiteboards, and remote access to software and learning materials.

2. What Is the Best Way to Set Up Technology for Hybrid Teaching?

Firstly, course material as well as the design of the classroom must be carefully evaluated, alongside the demands of both in-person and online students, when setting up technology for hybrid teaching. The quantity of cameras, monitors, and microphones needed will vary depending on the size of the class, the nature of the activities, and the technology budget available. I would advise having at least two cameras in the classroom, one focused on the lecturer and the other on the entire classroom, including the whiteboard or other sources, to enable effective hybrid teaching. Additionally, LCD screens are required for online students to be visible so they can participate in class discussions and activities. Effective hybrid teaching also demands clear and consistent audio. Additional technologies may be required, such as software and hardware for interactive exercises, as well as online forums for debate and working on course material. To ensure that the technology matches the needs of the course and the students and is installed and configured properly for best performance, instructors should engage with IT and AV professionals as well as educational technologists-this is where I became involved.

For an effective hybrid teaching room, optimizing the location of cameras, microphones, and screens is essential to ensure that both in-person and remote learners have a high-quality learning experience.

Cameras should be placed in a location that allows remote learners to see their lecturer and any presentation materials. A front-mounted camera with a wide-angle lens can capture an all-inclusive view of the students in class, including the lecturer on the move. Additionally, a rear-mounted camera with PTZ (pan, tilt, zoom) control will provide an alternative view of the front of the classroom and would favor the whiteboard or projection screen. The eye-line is vital here: to allow for a more natural two-way dialogue, the camera should be next to the rear-mounted screen.

Microphones should be placed in a location that allows remote learners to hear the instructor and any questions or comments from in-person students. A wireless lapel microphone worn by the instructor can provide high-quality audio, while ceiling-mounted omnidirectional microphones can capture audio from the entire classroom. These need to be programmed to mute when not required.

A large projection screen or high-definition monitor should be placed at the front of the classroom, with any presentation materials displayed using a computer or visualiser (document camera). LCD screens must be placed in a location that allows in-person learners to see their fellow students online (in gallery or speaker view), as well as any shared presentation content, and that allows remote learners to see the same materials via videoconferencing software. At City we have found that rear-mounted LCD screens are important for the instructor to see the gallery view above those in the room. This enables the instructor to look from the front at all the students, both those online and those in class. We have referred to the work of KU Leuven in this development.

In addition to these general guidelines, the specific placement of cameras, microphones, and screens will depend on the layout of the classroom and the specific technology being used. I recommend that administrators or instructors consult with AV professionals to ensure that the hybrid teaching room is properly designed and equipped for effective hybrid learning.

3. How Should In-House Teams Support Hybrid Teaching?

IT/AV technical teams play a critical role in supporting hybrid teaching classrooms, alongside the valuable assistance provided by educational technologists and learning developers. These teams are necessary to provide the following practical services, which facilitate hybrid teaching:

Set up and maintain equipment to ensure that all the necessary tools, such as cameras, microphones, speakers, and displays, are ready and in good working condition. Technical teams should also be on hand to troubleshoot any technical issues that may arise before sessions.

Provide technical support during class. Support teams should be available while the class is in session, to provide practical support to both the lecturer and any students tyring to connect to the session. This includes monitoring the audio and video quality, troubleshooting any issues that arise, and providing guidance on how to use the equipment and conferencing software.

Ensure accessibility. All support staff should ensure that the hybrid teaching setup is accessible to all students, including those with disabilities. This may involve providing closed captioning, sign language interpretation, or other accommodations on campus as needed.

Maintain security and privacy. IT support should ensure that the hybrid teaching setup is secure and that the privacy of all is protected. This may involve using secure videoconferencing software, implementing password protection, or taking other measures as needed.

4. How Should Academic Staff Be Supported in Hybrid Teaching?

Supporting academic staff in hybrid teaching requires a collaborative approach and thoughtful and determined planning. Teaching in a synchronous hybrid environment calls for a set of skills and strategies different from those used when teaching in a traditional in-person or fully online environment. Lecturers need to be able to balance the needs of both in-person and remote students, while ensuring that both groups are receiving an equal and engaging learning experience. They also need to be able to design, manage, and assess instructional approaches that accommodate the different learning styles and needs of their students, regardless of students' location.

There are several best practices for hybrid teaching. One is to deliver content in a way that considers when, how, and why the content is being taught. Another is to build the course around what students need to learn and plan effective interactions. Differentiating activities for in-class and online students, making use of simple-to-use tools, and fostering a learner-centered approach are also important. The seminal article "Place and Space in the Design of New Learning Environments" highlights the importance of the interactions among academics, students, and their shared content.

Here are some key positions to consider:

Access to technology: Ensure that academic staff have access to training and opportunities to experiment with essential technology and tools to facilitate hybrid teaching. These tools could include hardware, software, and online platforms for delivering content, facilitating discussion, and assessing student learning.

Collaboration and networking: Encourage collaboration and networking among academic staff to share ideas and best practices for teaching in a hybrid environment. These interactions could occur via online forums, peer-to-peer mentoring, and communities of practice (CoP). City has recently set up a CoP with practicing academic staff and educational developers.

Flexibility and support: Recognize the many challenges that come with teaching in a hybrid environment and offer flexibility and support for academic staff. This might include workload adjustments, in-class support from colleagues or graduate teaching assistants, access to educational technology support staff, and opportunities for feedback and reflection with course managers.

Feedback and evaluation: Provide regular feedback and evaluation to academic staff to help them improve their teaching and course design in a hybrid environment. This could include student feedback, peer review, and institutional evaluations.

By providing these types of support, higher education management can help academic staff feel confident and prepared to teach in a hybrid environment and, ultimately, foster successful learning outcomes for students.

5. Can Hybrid Teaching Be Adopted for Both Small- and Large-Group Teaching?

Hybrid teaching can be adopted for both small and large group teaching in seminar rooms and lecture halls, but the implementation may differ depending on the size of the class and the course content.

At City, University of London, we adopted the word inclusive as part of the name for our hybrid teaching project. Students must have access to the necessary tools and resources for hybrid education, and this may require additional teaching staff, as well as training for both lecturers and students, to ensure a more equitable and effective adoption of a new pedagogic approach for this type of teaching.

6. How Can Student Engagement Be Encouraged in Hybrid Teaching?

Active learning: Incorporate activities that require active participation, such as group discussions, collaborative projects, and practical activities. Yes, online activities can work. This helps empower students in the learning process.

Clear expectations: Clearly state your expectations for participation, assignments, and deadlines. This encourages students to stay focused and on track.

Interactive technology: Use interactive technology-such as online discussion boards, videoconferencing, and online polls-to facilitate engagement and collaboration.

Feedback: Provide regular feedback on students' progress and offer opportunities for students to reflect on their own learning. This encourages students to stay motivated and to be invested in the learning process.

Personalization: Customize learning by offering choice in assignments and assessments and allowing students to explore topics of interest.

Support: Offer support through office hours, online forums, and individual feedback. Students need to feel connected and supported in their learning, especially since their experiences during the COVID-19 pandemic.

Clear communication: Communicate frequently and clearly with students, providing updates on course content, expectations, and changes.

7. Why Is Hybrid Teaching So Important for Inclusivity and Accessibility?

Hybrid teaching is important for inclusivity and accessibility for several reasons:

Accessibility: Hybrid teaching can also increase accessibility for students who have disabilities. For example, students who are deaf or hard of hearing can benefit from closed captioning or sign language interpretation, which can be more easily provided in a hybrid teaching environment.

Personalized learning: Hybrid teaching can provide opportunities for personalized learning, which can benefit students who learn at different paces or in different ways. For example, students who need more time to process information or who prefer to learn at their own pace can watch recorded lectures and participate in online discussions.

Increased participation: Hybrid teaching can also increase participation for students who are withdrawn or who might be uncomfortable speaking in front of a large group. In an online environment, students can participate in discussions through chat or other tools, which can help them feel more comfortable.

Mitigation of external factors: Hybrid teaching can help mitigate external factors that might impact a student's ability to attend class regularly. For example, if a student has a sick family member, or if they live in an area with inclement weather, they can still attend class remotely without missing out on important material.

8. What Can Higher Education Do to Support Students' Transition from Remote to In-Person Learning?

The COVID-19 pandemic has had a significant impact on students' psychological needs. It disrupted the normal routine of students' lives, causing uncertainty, fear, and anxiety. Nearly all students experienced some challenges to their mental health and well-being as a result of the pandemic.

The pandemic forced many students to participate in remote learning, which limited their opportunities to interact with peers and lecturers in person. Being socially isolated led to a complex mixture of feelings, including loneliness, stress, frustration, anxiety, and in some cases depression. For students, as for many of us, the pandemic created a climate of uncertainty and fear, and this strain has been compounded by concerns about academic performance, financial pressures, and family illness. Studies suggest that the pandemic has generally had a negative impact on students' mental health, their perceived quality of education, and their lifestyle. Pandemic-related stress also negatively affected students' learning performance. In higher education, 'many students had to adapt to new learning environments, such as remote learning or hybrid models, while being in lockdown and unable to travel home. The pandemic required many students to spend more time than ever before learning new technologies and ways of working, which has contributed to increased stress levels, eye strain, and other physical and mental health concerns.

The return to in-person learning on campus presents other challenges for students:

Mental health: The pandemic left an unpalatable legacy for many students, and some may still be experiencing physical and mental health issues, such as long-term COVID-19 symptoms, anxiety, and depression, as well as concerns for their financial future. Colleges and universities should up their game to highlight mental health resources and communicate about those support services that help students to cope with these lasting issues.

Social adjustment: After many months of remote learning and social isolation, some students may still be struggling with the adjustment to in-person social interactions on campus. Colleges and universities can help support social adjustment by creating opportunities for students to connect with each other and to rebuild a sense of community.

Educational adjustment: Students almost certainly face academic adjustment challenges now that most have returned to face-to-face teaching. This may include getting used to a new schedule, adapting to evolving course modalities, adjusting to new learning environments, all the while being more mindful of their health and well-being.

9. What Types of Learning Spaces Should Be Developed Post-Pandemic?

Below are some key requirements based on what we now know and believe to be important:

Versatility: I hesitate to use the word flexible, as it is not always clear what this term means in this context. Nevertheless, designing and developing flexible learning spaces-ones that can easily be adapted to accommodate changing educational needs-is critical. This should include more group-based, power-enabled, and active learning furniture layouts, as well as appropriate technology that supports hybrid teaching and learning.

Social learning spaces: Students may be craving more opportunities for collaboration and social interaction with their peers. This is not a new theory, but the pandemic sharpened the focus on its importance for higher education. Creating more social learning spaces that encourage teamwork can help students to feel engaged and connected. Informal spaces, such as lounges or common areas, can foster a sense of community and belonging among students, while also providing them with a space where they can work and collaborate outside of the classroom.

Health and safety: Learning spaces should continue to facilitate cleanliness and hygiene best practices. This could include touchless classroom technologies, improved air-filtration systems, and ongoing cleaning procedures.

10. How Can Hybrid Learning Provide a New Skill Set for Graduates?

Today's workplace requires certain skills and knowledge that the hybrid learning experience can help develop:

Resilience and adaptability: Graduates need to be able to adapt to rapidly changing circumstances and to cope with stress and uncertainty. Adaptations to the hybrid teaching and learning experience made during the COVID-19 pandemic may become standard in the workplace, which shows the importance of building skills in flexibility and self-assurance.

Interpersonal skills: Good interpersonal skills-such as empathy, communication, and collaboration-have always been vital for graduates. The shift to hybrid learning during and since the pandemic has highlighted the importance of a diverse skill set that combines traditional academic abilities with digital competencies.

Critical thinking and problem-solving: These attributes are crucial, more so now that we are witnessing workplaces that are becoming increasingly hybridized and that are adapting to the rise of artificial intelligence systems. Graduate students who can navigate the challenges and opportunities of this new hybrid learning and working landscape will be better equipped to excel in their studies and future career.

Before the Covid-19 pandemic, higher education grappled with substantial issues in addressing complex financial and sociopolitical circumstances. Now, college and university leaders are pondering how to adjust to an unpredictable future. A viable strategy that involves prioritizing students' learning needs today, allayed with the growth of hybrid teaching and mulitimodal working, could become the optimal approach. The pandemic underscored the opportunities, value, and challenges associated with hybrid teaching in higher education. Now is the time for institutions to adapt and offer lifelong skills development alongside hybrid teaching and learning activities to enable graduates to become more resilient and better equipped for the workplace of 2023 and beyond.

Notes

1. These views were gathered from numerous sources: James Rutherford, "How Have City Staff and Students Experienced ISLA?" Inclusive Synchronous Learning Activities, City, University of London website, August 15, 2023; online/hybrid discussions with educators at Imperial College London, Kings College London, Durham University, and University of St Andrews (Scotland) all during 2021; surveys of the UK Heads of eLearning Forum (HeLF) and SCHOMS in 2023; and guests on my co-hosted podcast seriesTeaching Here and There, 2021-2023.

2. Etienne Wenger and Beverly Wenger-Trayner, Learning to Make a Difference: Value Creation in Social Learning Spaces (Cambridge: Cambridge University Press, 2020).

James Rutherford is Senior Educational Technologist at City, University of London.

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the design of hybrid teaching environments: 10 questions answered

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The Design of Hybrid Teaching Environments: 10 Questions Answered

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Hybrid teaching has the potential to transform higher education. But questions remain.