Blended Learning combines traditional place-based f2f learning with online learning materials and often opportunities for online interactions with teachers and peers. Typically, the F2F interactions are reduced to make time for asynchronous online learning activities (readings, media, discussion forums, etc.). F2F interactions are often reserved for activities that make use of such things as case studies, problem-based learning scenarios, debates, discussions or demonstrations that provide a deepened understanding of the topics covered in the online, asynchronous, learning materials. In this model students are required to participate in both the F2F and Online activities. It may be possible for students to complete the course at a distance provided the F2F activities are streamed synchronously via a web conferencing platform and that the live instruction also actively engages students attending from a distance.

HyFlex design also combines F2F with online learning, but each class is offered in-person, synchronously online, and asynchronously online. In this model students have the autonomy to decide how to participate for each class. The key to success for The HyFlex design is that all students—regardless of how they choose to participate—must have equitable access to the learning materials, the instructor, and their peers. With this design students may choose to attend the class in person on Monday, but access the Wednesday class asynchronously and on Friday participate synchronously, but from home via the live stream.

Multi-Access design takes the HyFlex approach one step farther and adds the possibility of Open Access as a fourth access option which increases the inclusion to those beyond the registered students to “encourage the involvement of open learners and a reconsideration of locking resources behind a password-protected learning management system or copyrighting materials—not unlike the rationale supporting open-access research. – ” (Irvine, 2020). Multi-access design can encompass a wide range of merging modes of delivery whose configurations will depend on a variety of factors (policies, technologies, appropriate pedagogies).

Merging Modality Models – Irvine, 2020

See the DEU Blog post, Multi-Access Delivery Models for Uncertain Times, for a sample scenario of a Hyflex class, some considerations for equitable access, and links to more resources around Hybrid teaching models.

Increasingly Hybrid

If you are interested in finding out more about hybrid learning, this short 3-minute read may be of interest. Adam Stone’s article “Making Hybrid Learning Happen in Higher Ed” in EdTech: Focus on Higher Education provides a brief overview of some of the considerations for hybrid learning and supports needed for strategic planning and training. As well as forecasting the longevity of hybrid learning post-pandemic, Stone illustrates the need for close cooperation within institutions as a way to encourage effective hybrid learning.

Hybrid Courses & Hybrid Programs

A hybrid course is one that involves some combination of learning online and learning in the classroom. However, we can also use the term “hybrid” when discussing program design. So, a hybrid program is one that would involve time in the classroom and time learning online — and there are many different ways to apply this at the program level. A big part of the appeal of hybrid learning is in the academic flexibility it offers to working professionals and various types of “non-traditional” students, so there is a lot of potential to make whole programs (certificates and degrees) more accessible with hybrid program design.