About HyFlex Course

CUNY Shared HyFlex Definition

A HyFlex course gives students the ability to choose to attend class sessions either face-to-face or online (e.g., synchronous, asynchronous). The number of modalities available to students will vary from course to course. Students can move among available modalities from class session to session at their discretion. As it appears in CUNYFirst registration notes: 

"In an effort to provide students with more options to access high-quality education, a number of CUNY colleges and schools have partnered to pilot HyFlex courses during the academic year 2021/2022. A HyFlex course gives students the ability to choose to attend class sessions either face-to-face or online (e.g., synchronous, asynchronous). The number of modalities available to students will vary from course to course. Students can move among available modalities from session to session at their discretion. Contact your instructor for more details about this HyFlex course, including the available modalities."

HyFlex Course Design

Three values guide the HyFlex course design: flexibility, choice, and access. All these values center on student needs, by meeting students where they are to deliver a quality learning experience. HyFlex modality may not be a right fit for all classes. For those courses that intend to create a multimodal experience, HyFlex, or a “modified” version, can provide flexibility to students in how and when they engage with the class, by offering a variety of options for the learning activities (while meeting course learning goals), and maximizing accessibility to all students. It is important to understand student choice and choice-making patterns to develop HyFlex courses. HyFlex modality expands access to the course. The option to connect virtually and utilize a variety of technological features e.g. closed caption can provide more access to a larger number of students with a range of needs. In addition to mobility, hearing, and auditory disabilities, students with a variety of learning abilities and styles may benefit from self-paced individual work as opposed to the social group dynamic we associate with a highly engaged class.

Best Practices

Based on the course development documents submitted by faculty who have participated in the CUNY HyFlex pilot in Summer 2021:

• Set up a structure for participation options: First, determine which of the options in addition to in-person you will be able to offer for your course: virtual synchronous, and/or virtual asynchronous. Visit your classroom if possible and test the classroom technology as well as consider some of the pedagogical implications for the a/synchronous elements (what is the value-added?). Contact IT to assist you with the testing technology by appointment to get the proper training. Make sure students know what options are available to them and have the technology necessary in order to meaningfully engage with the course. 
• Be intentional about the additional options you offer: Some courses work very well with the asynchronous element, especially when you have sufficient time to invest in developing it, with multiple opportunities for students to connect with the instructor and peers. For other courses, connecting synchronously could be a better option. Class size, classroom technology, instructional methods will largely determine the shape of HyFlex. 
•  Explain to students the specifics of HyFlex – Before the start of the class and on the first day of class clarify to students what they can expect from your class, what their options are in terms of engaging and attending your class, and guide them to make a good choice. Provide information about HyFlex and student choice clearly in the course syllabus. Consider asking for students’ feedback about their experience and choices they made to inform your course design and class preparation. 
• Determine whether to record or not to record: Be clear on the reason for recording a class session, whether and how many students will be watching the recording, how it might change the dynamics of the course if you need to record the entire session, and how you plan to engage students with the recorded class session. It can be tempting to press record on all sessions and share them in Blackboard or other LMS your school uses in order to make it available to students who might opt into the asynchronous “attendance”. Consider pre-recording a short lecture to share with all students while using the synchronous session for discussion, interactive work, etc. You may also record only the instructional part of the class session and reserve a space for open discussion for students who are connected synchronously.  
• Plan for student engagement in-person and a/synchronously: maximize digital tools like polls and surveys to engage students during class.  Design assignments and activities that can meet learning goals for all modes (in-person, online – synchronous, and/or asynchronous). 
• Write out a list of expectations for the different participation modes (in-person, online – synch, and/or asynchronous) for students to help them make informed decisions. 

Assessment

At the course level, faculty must consider how a) they will gather data about student participation patterns and experience with the class to better develop the class in the next iteration and b) how they will develop an assessment strategy that is equitable across the different learning and assessment environments. These key areas will guide the design and instruction of assignments and learning activities in a Hyflex class. Consider the following: 

• Create a survey to ask students to indicate how they intend to participate (in-person, online – synch, and/or asynchronous). 
• Utilize an open resource test: write questions that require you to use resources. 
• Have all students take the test in the same learning environment e.g. online - asynchronous. 
• Utilize low-stakes assignments throughout the course to gain insight into student learning and progress. 
• Track mode changes and solicit feedback on student choices. 

Check out this practical guide to managing assessment in a blended classroom