Author: Dr. Sarah Learman, Teaching and Learning Consultant, Office of Curriculum and Instructional Support
Differentiating between CMU’s now official modality types (as approved by the Academic Senate1) has proven confusing for students and faculty alike. Here, we’d like to clarify what the different modality definitions mean and help you apply this understanding to your own course design and delivery. Over the last few weeks, we’ve looked at each modality (as defined at CMU1) and discussed how courses taught in each modality may look and provide resources as you prepare for your next course offering.
While instructional modalities and how we deliver our content may vary, the quality of the learning experience should not. Although courses offered in different formats will look different, they should be equally as engaging and rigorous so that students enrolling in a course offered through any modality will get a consistently high-quality experience. Of course, as in every CMU course, in any modality, students are still expected to engage with and complete their coursework as directed by their instructor.
Defining your modality:
HyFlex courses meet on specific days and times simultaneously face-to-face and synchronously online. Course meeting dates, times, and location(s) are noted in the course registration system, and face-to-face meetings occur in a CMU approved location. Students can change their mode of attendance freely according to their need or preference. At the instructor’s discretion, access to course content may also be available Online Asynchronously. Proctored or monitored exams may be required.
(1Definitions were developed by the Academic Senate’s Course Modality Definition Committee, a sub-committee of the CMU Academic Senate, and were approved on 12/7/21).
Many courses are appropriate for delivery in several modalities with appropriate course design; however, Hyflex modality is especially effective for:
- Classes with interactions that may effectively take place in-person or remotely
- Classes that largely focus on direct instruction with the added benefit of flexibility to students
- Courses in programs with online options, or significant enrollment of off-campus students
Defining the definition: Reflecting the origin of its name, the HyFlex (hybrid+flexible) courses build flexibility into the hybrid model (see last week’s blog to learn more about the hybrid modality). Specifically, HyFlex course meetings occur during pre-scheduled meeting days and times simultaneously in person (face-to-face, in a pre-assigned CMU classroom) and virtually (through a real-time remote synchronous interface, such as Webex or MS Teams). The flexibility in HyFlex allows for variation in how students can engage with course meetings and content. In other words, for a given live class session, students are offered the choice to attend and participate in person or virtually. Another feature of HyFlex courses is the option for instructors to provide an asynchronous “version” of content that is covered during real-time sessions. Such asynchronous components are provided online, with the expectation that students have the option to engage with the material as supplementary to or as a substitute for attending the live session. Again, the key element of HyFlex courses is how students may attend class sessions (in-person or online synchronously) and any potential opportunities to engage through asynchronous learning exercises, at the discretion of the instructor. Should they be utilized by the instructor, such an asynchronous option might simply be access to a live class session recording or an alternate method by which students may gain access to and engage with that content (e.g., a textbook reading or out-of-class assignment). Of course, like all modalities, students in HyFlex courses are expected to complete all assigned work (during or outside-of-class sessions) as directed by the instructor.
Within the HyFlex course modality context, assessment design can vary based on instructor preference, discipline, or other specified criteria. From a follow-up application activity to a large-scale project or a midterm exam, when applied appropriately, many assessment methods can be useful to measure learning in HyFlex courses. That said, formal assessments, such as tests and exams, may be administered just as HyFlex content might be delivered: during a required class meeting or remotely at pre-determined locations within pre-assigned timeframes (e.g., proctored or monitored through an official, CMU-approved method, like at our Certified Testing Center or one of our satellite campuses).
The many moving parts of the HyFlex course format, including varied opportunities for students to attend and engage with course materials, not to mention the similarities and nuanced differences between hybrid and HyFlex courses, it can be easy for both instructors and students to become confused. To clarify the distinction between these two modalities: A given hybrid class meeting is held face to face, where both students and instructors meet in person, while another class meeting may be held virtually, where both students and instructors connect virtually, in real-time. In addition, class session content may be delivered for all students via an asynchronous learning exercise to be completed in lieu of a scheduled live meeting. Comparatively, each HyFlex class meeting is held both face-to-face and online simultaneously. The instructor engages with students both in-person or virtually should the students choose to connect remotely. In addition, class session content may also be delivered to students via an asynchronous learning exercise, at the discretion of the instructor. To reiterate and emphasize: HyFlex session content is equitably delivered to in-person, classroom learners and remote, online learners connected synchronously at the same time (during the same live class session), with the potential opportunity for students to access class meeting content asynchronously, as determined by the instructor.
Considerations as you prepare to teach your HyFlex course:
- Communicate your expectations and address student assumptions. Although course modality is clearly specified for students as they register for a course, they don’t always grasp the nuanced differences between the various offering formats. Additionally, based on their previous experiences and those of their peers, students may have inaccurate understanding of the modalities, and likewise, unfounded expectations before they even ‘enter’ your class. This is particularly common and detrimental for HyFlex courses.
As such, it is necessary for instructors to clearly communicate details regarding their course modality and expectations for student attendance and engagement as early in the semester as possible. Prepare your students to engage successfully with your course by addressing any assumptions that students bring into our course right from the start. For example, be sure that meeting times, dates, locations, and assignment expectations are accessible by including them in the syllabus and multiple places within your Blackboard shell and specify any flexibility in student attendance choice as plainly as possible. Again, to position our students to succeed and cut down on instructor frustration, we must ensure that our students know how to navigate and access the multiple modes of course engagement and what we expect of them.
- Shift your design thinking: HyFlex isn’t 2 different courses in 1, it’s 1 course, with multiple, equitable, access points. In considering how you might deliver your content through the distinct paths that comprise a typical HyFlex course, you’ll likely feel overwhelmed. Rather than developing your content for delivery in 2 (or 3) different ways, visualize the design of your HyFlex course as a single learning experience with multiple access points. Think about how you’d typically deliver your material and how you might create opportunities for students to engage with that (already developed) experience in person, remotely, and/or asynchronously. Implement strategies and tools that strengthen your practices within the context of your teaching space and are easily transferrable and applicable across multiple modalities. Then, instead of managing students in 3 separate lanes simultaneously, the HyFlex instructor more effectively and efficiently facilitates distinct learning paths within the community, incorporating face-to-face, online, and asynchronous elements into one. Then, students have multiple opportunities to access course content and engage with course materials; to follow multiple paths through the course, gaining equitable access to your content and a successful learning experience for all.
- Partner with CIS to develop your course and outsource building content in Blackboard. As with all modalities, the Office of Curriculum and Instructional Support (CIS) is available to help support your course design and facilitation. Additionally, our office offers CoursePro services such as copying content between shells, building/deploying assessments and rubrics, enhancing visual aesthetics and presentation of materials within the shell, verifying accessibility, and more. With advance notice, CoursePro, Instructional Design, and Teaching and Learning support staff can even carry out a Blackboard Review or proofread your course shell, offering recommendations to enhance, streamline, and support effective and efficient delivery of your content online. Watch this short video to learn more about the CIS CoursePro Services (6:13), and for help with all things Blackboard, submit a CoursePro ticket.
More resources to support these endeavors: in addition to those resources linked above, you might also consider these.
- Watch this exclusive, CMU-focused, one-of-a-kind video interview (~30minutes) with Brian Beatty, pioneer of HyFlex instruction. Prompted by questions from CMU faculty, Beatty brings transparent answers and meaningful discussion around all things Hybrid-Flexible instruction (and more). Applicable beyond HyFlex, Beatty speaks to classroom and virtual engagement, workload, classroom management, and more, offering useful advice for successful teaching and learning in any instructional mode.
- Follow these step-by-step Course Design Considerations (outlined by Brian Beatty) to guide your course development. To get an idea of how this process may work for you, check out this Course Design Worksheet Example.
- Review the evidence-supported teaching and learning frameworks to support content delivery in any modality:
- Universal Design for Learning framework for more information and strategies to design learning experiences that are accessible for all learners, in any modality.
- Access a diverse array of online course resources and instructional recommendations on our CIS Online Course Instruction
- Review more about instructional design methods (including UDL).
- Want individualized support on your upcoming course design (in any modality!)? Request a consultation, or sign up for any of our TL Pro services. For help building assignments or any content into Blackboard, submit a CoursePro ticket. To create learning media that works for any modality, consider using one of our award-winning media makerspaces!
- Enroll in any of our self-paced trainings, and consider earning the Multi-Modal Teaching Methods Certification, where you’ll learn more about and sharpen your skillset for teaching in different course formats.
Want a refresher on the other course modalities? Review our blog posts from the last 4 weeks where we demystify face-to-face, online asynchronous, online synchronous, and hybrid course modalities. Need help with something else? Email us today!
For modality comparisons, see the key factors below: Senate Definition, Class Meetings, Best for courses that…, Benefits, and Challenges.
| Modality | Key Factor: Senate Definition |
|---|---|
| Face to Face | Face-to-face courses meet in a CMU approved location with required specific meeting days, times, and location as noted in the course registration system. Internet-based and other technology may be used to enhance instruction in and outside of class. Proctored or monitored exams may be required. |
| Online Asynchronous | Online Asynchronous courses are completely online with no required meeting days and times, but may offer optional synchronous meetings. All formalized instruction and coursework are completed online. Students will complete assignments by established deadlines. Proctored or monitored exams may be required. |
| Online Synchronous | Online Synchronous courses are completely online with required specific meeting days and times where students are expected to be actively engaged in a virtual setting. All formalized instruction and coursework are completed online. Proctored or monitored exams may be required. |
| Hybrid | Hybrid courses have required specific meeting days and times outlined in the course registration system and require face-to-face class sessions in a CMU approved location while other required class sessions can be a mixture of synchronous online meetings and asynchronous online activity. Instructors will determine which class sessions will be held in which modality within the specified course day and time range and these will be announced in the course syllabus. Proctored or monitored exams may be required. |
| HyFlex | HyFlex courses meet on specific days and times simultaneously face-to-face and synchronously online. Course meeting dates, times, and location(s) are noted in the course registration system, and face-to-face meetings occur in a CMU approved location. Students can change their mode of attendance freely according to their need or preference. At the instructor’s discretion, access to course content may be available online asynchronously. Proctored or monitored exams may be required. |
| Modality | Key Factor: Class Meetings |
|---|---|
| Face to Face | In-person |
| Online Asynchronous | None |
| Online Synchronous | Online via web meeting platform |
| Hybrid | In-person, with the option to use asynchronous activities or online synchronous meetings in lieu of some in-person meetings as identified in the syllabus |
| HyFlex | In-person and online simultaneously |
| Modality | Key Factor: Best for Courses that… |
|---|---|
| Face to Face | Courses (typically major/minor) with a lab or strong hands-on requirement
Objectives that include or are supported by collaboration and group work, most effectively executed in close physical proximity Large classes where providing regular and quick feedback to every student would be challenging |
| Online Asynchronous | Courses that require independent critical thought where additional processing time would be of benefit to the student
Courses in programs where students are known to value flexibility Courses that generally include many objective assessments that can be automatically graded Students with strong independence, and self-directed learning skills |
| Online Synchronous | Large classes where providing regular and quick feedback to every student would be challenging
Classes that have interaction but not hands-on or lab components Classes that are primarily focused on direct instruction with the added benefit of flexibility to students Courses in programs where students are known to value flexibility with real-time communication and instruction. |
| Hybrid | Classes that incorporate independent work and interactive, hands-on, or lab components.
Classes with in-depth projects or tasks and where both interaction and additional processing time would be useful. Students with strong independence, and self-directed learning skills. |
| HyFlex | Classes with interactions that may effectively take place in-person or remotely
Classes that largely focus on direct instruction with the added benefit of flexibility to students Courses in programs with online options, or significant enrollment of off-campus students |
| Modality | Key Factor: Benefits |
|---|---|
| Face to Face | Real-time communication and instruction with easy integration of hands-on learning and interaction |
| Online Asynchronous | Promotes independent learning
Most flexible schedule & location |
| Online Synchronous | Allows students flexibility of location with real-time communication and instruction |
| Hybrid | Blend of independent learning and real-time interaction; driven by most effective method to deliver specific content |
| HyFlex | Allows students flexibility of location with real-time communication and instruction |
| Modality | Key Factor: Challenges |
|---|---|
| Face to Face | Limited flexibility for students limiting inclusivity |
| Online Asynchronous | Limited or no real-time communication
Requires thoughtful planning of content delivery, instructions and quick feedback |
| Online Synchronous | Technical challenges of streaming
Intentional planning of interaction (prepare materials, directions, groups, etc.) |
| Hybrid | Requires thoughtful planning, with clear integration and communication of scheduled online and in-person components |
| HyFlex | Technical challenges of streaming and ensuring engagement of all students
Intentional planning of interaction and content delivery to ensure equal access for all participants |
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved October 10, 2022, from http://udlguidelines.cast.org
Elshobokshy, F., & Hill, K. (2022, October 4). HBCU’s augment HYFLEX format using Universal Design for Learning (UDL): Faculty focus. Faculty Focus | Higher Ed Teaching & Learning. Retrieved October 10, 2022, from https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/hbcus-augment-HyFlex-format-using-universal-design-for-learning-udl/?st=FFdaily%3Bsc