Navigating the HyFlex Horizon: Uncovering Successes and Hurdles in HyFlex Undergraduate Education

Laura Morrison; Robin Kay; Alison Mann; Diane Tepylo; Hannah Atkinson; Iain Brodie

doi:10.21432/cjlt28853

Authors

Laura Morrison Ontario Tech University https://orcid.org/0000-0001-6538-7902
Robin Kay Ontario Tech University https://orcid.org/0000-0003-0416-5980
Alison Mann Ontario Tech University https://orcid.org/0000-0003-4253-1822
Diane Tepylo Ontario Tech University
Hannah Atkinson Ontario Tech University https://orcid.org/0009-0006-7266-4158
Iain Brodie Ontario Tech University https://orcid.org/0009-0000-8964-7908

DOI:

https://doi.org/10.21432/cjlt28853

Keywords:

higher education, hybrid, HyFlex, online learning, technology

Abstract

Since the COVID-19 pandemic, the demand for flexible, online learning models has increased in postsecondary education. The HyFlex approach, where students can attend class online or in-person, has emerged as one popular option. However, there remains limited research on implementing HyFlex in non-lecture undergraduate learning environments. This study investigated the affordances and challenges of HyFlex in non-lecture settings through the lens of the Community of Inquiry framework. Using a participatory action research design, data were collected from instructor-researcher field notes, video debriefs, and student interviews. A thematic analysis revealed that flexibility is the main affordance of the HyFlex model. Significant challenges emerged with attaining mode neutrality and managing technological issues related to audio and video quality. Practical implications include providing institutional support in the form of enhanced technical infrastructure and training for instructors. Limitations to the study include a small sample size, demographic homogeneity, self-report data, and a limited focus on learning outcomes. Future research approaches are offered to address challenges in HyFlex design.

Author Biographies

Laura Morrison, Ontario Tech University

Laura Morrison is an Assistant Professor in Learning Sciences at Ontario Tech University in Canada. Her research explores innovative education, AI literacy and ethics, digital literacies, and inclusive maker pedagogies. Laura has published widely, presented at 30+ conferences, and co-edits the Journal of Digital Life and Learning. Email: laura.morrison@ontariotechu.ca ORCiD: https://orcid.org/0000-0001-6538-7902

Robin Kay, Ontario Tech University

Robin Kay is a full Professor at Ontario Tech University’s Faculty of Education in Canada, and has over 30 years’ experience teaching computer science, mathematics, and educational technology. Author of 200+ publications, his research explores AI in education, e-learning, blended learning, video podcasts, and the emotional impact of technology on learning. Email: robin.kay@ontariotechu.ca ORCiD: https://orcid.org/0000-0003-0416-5980

Alison Mann, Ontario Tech University

Alison Mann is an Associate Teaching Professor and B.Ed. Program Director at Ontario Tech University in Canada. She specializes in online and blended learning, AI in education, and equity-driven design, with research on HyFlex and flipped classrooms. Her work bridges technology, pedagogy, and creative approaches to teacher education. Email: alison.mann@ontariotechu.ca ORCiD: https://orcid.org/0000-0003-4253-1822

Diane Tepylo, Ontario Tech University

Diane Tepylo is an Associate Teaching Professor at Ontario Tech University in Canada. Diane’s research explores innovative education, especially inclusive teaching in mathematics and coding. An important part of this research is supporting teachers and preservice teachers to change their beliefs and practices. Email: diane.tepylo@ontariotechu.ca ORCiD: https://orcid.org/0000-0003-3289-4857

Hannah Atkinson, Ontario Tech University

Hannah Atkinson is the Educational Technology Analyst at Ontario Tech University in Canada, and a Registered Early Childhood Educator. Hannah holds a B.A. (Hons) and an M.Ed., focusing on education and digital technology. Her research interests include digital play, HyFlex and online learning, non-disposable and alternative assessment, and educational technology. Email: hannah.atkinson@ontariotechu.ca ORCiD: https://orcid.org/0009-0006-7266-4158

Iain Brodie, Ontario Tech University

Iain Brodie is an Academic Associate at Ontario Tech University in Canada, and a Certified Teacher with 35 years’ experience in classrooms at the elementary, postsecondary, and graduate levels. Intensely curious about learning and technology, Iain is always looking for ways to help students become lifelong and successful learners. Email: iain.brodie@ontariotechu.ca

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