As educators and students continue adapting to evolving learning environments post-pandemic, the Hybrid-Flexible (HyFlex) model has emerged as a vital strategy for providing flexible, inclusive, and technology-driven education. In 2024, academic researchers have expanded our understanding of how HyFlex impacts learning outcomes, engagement, and equity across educational settings with many interesting”post-pandemic context” articles. This post summarizes ten recent studies exploring the global scope of HyFlex implementation, addressing topics such as student engagement, instructor strategies, critical thinking, and sense of belonging. In each summary, I highlight the research question, key findings, and practical implications – from my perspective – to help educators decide how, and even whether, HyFlex aligns with their student-learning goals. I think that sharing these insights can help strengthen our collective ability to design effective learning experiences. So, share these with your own colleagues!

1. Analyzing the Impact of Basic Psychological Needs on Student Academic Performance

Mentzer, N., Mammadova, E., Koehler, A., Mohandas, L., & Farrington, S. (2024). Analyzing the impact of basic psychological needs on student academic performance: A comparison of post-pandemic interactive synchronous HyFlex and pre-pandemic traditional face-to-face instruction. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10417-2

This study compares student performance and psychological needs satisfaction in traditional face-to-face versus Interactive Synchronous HyFlex settings. Researchers analyzed end-of-semester grades and surveyed students’ perceptions of autonomy, competence, and relatedness. Results revealed that students in HyFlex environments felt their psychological needs were as well or better met than in traditional settings. Notably, relatedness to instructors was a strong predictor of success in HyFlex courses, emphasizing the importance of instructor presence.

Relevance for educators: These findings support the HyFlex model as a viable post-pandemic approach, especially for fostering connectedness in flexible learning environments.

My brief perspective: It’s encouraging to see evidence reinforcing HyFlex’s ability to address psychological needs while delivering effective learning outcomes. The HyFlex research group at Purdue University led by Dr. Nathan Mentzer has published many studies (up to ten and counting?) on their work implementing synchronous HyFlex, with more in development.

2. Managing the HyFlex Scheduling Activity Using Excel Dynamic Arrays

LeBlanc, L. J., Grossman, T. A., & Bartolacci, M. R. (2024). Managing the HyFlex scheduling activity using Excel dynamic arrays. INFORMS Transactions on Education, 24(3), 201-219. https://doi.org/10.1287/ited.2023.0287

This study addresses the logistical challenges of managing HyFlex course schedules and attendance, focusing on the use of Excel’s dynamic array functions to automate processes. The authors developed templates to generate and update schedules as class capacities, attendance preferences, and health regulations shift.

Relevance for educators: The tools and techniques described can reduce errors and save time, making HyFlex implementation more manageable for instructors and administrators.

My brief perspective: This study is a more technical look at an important administrative task that has to be done by someone, somehow. It’s important to acknowledge the work of admin support staff in implementing HyFlex beyond a single faculty who is “doing their own thing” and who can manage most of the scheduling details with students directly through their own ingenuity, workarounds, and informal channels. Simplifying scheduling logistics is essential for maintaining the flexibility that makes HyFlex so appealing, and doing so at scale to maximize the value for students.

3. “Where I Feel the Most Connected:” Community of Inquiry Supporting Sense of Belonging in a HyFlex Engineering Course

Buckley, J. B., Thompson, A. K., Tretter, T. R., Biesecker, C., Robinson, B. S., & Hammond, A. N. (2024). “Where I feel the most connected:” Community of Inquiry supporting sense of belonging in a HyFlex engineering course. The Internet and Higher Education, 60, 100930. https://doi.org/10.1016/j.iheduc.2023.100930

This study explores how the Community of Inquiry (CoI) framework can support students’ sense of belonging in HyFlex courses. Through focus groups, surveys, and observational data, the authors examined a large engineering course with nearly 500 first-year students. Findings showed that combining cognitive, social, and teaching presence significantly enhanced engagement and belonging. Interactive tools, live Q&A, and opportunities for cross-platform collaboration emerged as key strategies for fostering connection.

Relevance for educators: This research demonstrates the value of intentional design for building community in HyFlex environments. Educators should consider leveraging CoI strategies to create inclusive spaces where students feel connected regardless of participation mode.

My brief perspective: A sense of belonging is critical for learning success, especially in flexible environments like HyFlex. And even with Engineering students who are not always considered the most community-oriented learners. (I studied Engineering (Marquette University BSEE 1983), so I can say this from my own experience.) This study highlights practical strategies to strengthen community—something we should all strive to achieve in our courses, whether HyFlex or not.

4. Views of Design Students on Improvements in Critical Thinking Through PBL in China’s HyFlex Environment

Xu, J., Abdullah, Z., & Abu Samah, N. (2024). Views of design students on improvements in critical thinking through PBL in China’s HyFlex environment. International Journal of Online Pedagogy and Course Design, 14(1). https://doi.org/10.4018/IJOPCD.362000

This study investigates how problem-based learning (PBL) within a HyFlex environment affects critical thinking among Chinese design students. Using pre- and post-tests along with qualitative surveys, the authors found significant improvements in analytical reasoning, evaluation, and problem-solving skills. Students valued the opportunity to collaborate synchronously and asynchronously, leveraging diverse resources and group discussions. The study also identified seven teaching strategies to enhance critical thinking development.

Relevance for educators: These findings highlight the potential for HyFlex to promote higher-order thinking, particularly in disciplines requiring creative problem-solving. Teachers exploring PBL approaches can use this research to design flexible, inquiry-based activities that work across modalities.

My brief perspective: Critical thinking is one of the most important skills we can nurture in students. Learning how HyFlex teaching can support this growth across cultures and disciplines is a powerful reminder of its adaptability and relevance in today’s learning environments.

5. Factors Affecting Learner Engagement in HyFlex Learning Environments

Yingyi, X., Abdul Razak, R., & Halili, S. H. (2024). Factors affecting learner engagement in HyFlex learning environments. International Journal of Evaluation and Research in Education, 13(5), 3164–3176. https://doi.org/10.11591/ijere.v13i5.28998

This study examines predictors of learner engagement in HyFlex environments, including learner control, self-efficacy, motivation, and perceptions of Community of Inquiry (CoI) presence. Analyzing survey data from 367 college students, the researchers found that self-efficacy, motivation, and CoI presence had direct positive impacts on engagement, while learner control influenced engagement indirectly through perceptions of CoI. The study highlights the importance of building confidence and fostering motivation to maintain engagement in flexible learning settings.

Relevance for educators: There is no doubt that educators implementing HyFlex should prioritize activities that boost students’ self-efficacy and motivation. Leveraging CoI elements—cognitive, teaching, and social presence—can create more engaging and supportive learning environments. We’ve known this to be true for online learning environments for more than two decades! It’s time to put these principles to work in all learning modes, whether online, classroom, or a student-generated mix of modes.

My brief perspective: Engagement is the backbone of learning, especially in flexible formats like HyFlex. This research reminds us to focus on what keeps students motivated and connected, ensuring that their experiences are meaningful and empowering.

6. HyFlex Course Design in Community Colleges: Instructors’ Challenges, Strategies, and Supports

Barr, T., & Luo, T. (2024). HyFlex course design in community colleges: Instructors’ challenges, strategies, and supports. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2024.2415709

This study explores the experiences of community college instructors implementing HyFlex courses. Through surveys and interviews with 22 instructors, researchers identified challenges such as managing technology, facilitating communication across modalities, and engaging online students. Strategies for overcoming these challenges included leveraging instructional technologies, peer collaboration, and trial-and-error approaches. Instructors also expressed a strong need for technical training and consistent institutional policies.

Relevance for educators: Community colleges often serve diverse, nontraditional students who benefit from HyFlex flexibility. This research underscores the need for faculty training and institutional support to ensure successful implementation. Administrators should prioritize resources to help instructors build confidence and competence in managing HyFlex classes.

My brief perspective: HyFlex has incredible potential for improving access to education, especially in community colleges. Many community colleges have been implementing HyFlex broadly since 2020 and aren’t looking back to 2019 (as many four-year institutions have!). As many of our traditionally underserved students (first family member going to college students, under-resourced students, students returning after years away from formal education, single parents, etc.) return to formal education through the community college system, supporting community college instructors with training and tools is key to ensuring these benefits are fully realized—this study points the way forward.

7. Prototype of English Reading Teaching Materials Based on the HyFlex Model

Oktariyani, O., Dewanti, R., & Rasyid, Y. (2024). Prototype of English reading teaching materials based on the HyFlex model. International Journal of Advanced and Applied Sciences, 11(11), 118–129. https://doi.org/10.21833/ijaas.2024.11.013

This study presents the development and evaluation of HyFlex-based English reading materials designed for vocational students. Researchers created flexible modules with digital content, worksheets, and interactive tools, tested through observations and interviews. Findings highlight the effectiveness of HyFlex materials in improving engagement and language comprehension, particularly when paired with multimedia resources and asynchronous learning options.

Relevance for educators: This research demonstrates how HyFlex can support skill-building in language education by blending structured materials with flexible delivery modes. Educators designing courses for second-language learners can draw inspiration from this prototype to enhance accessibility and effectiveness.

My brief perspective: The adaptability of HyFlex even extends to the challenging area of language learning, helping students at different proficiency levels thrive. Studies like this show the potential for creating customized resources that meet learners where they are and support their growth.

8. Adopting HyFlex in Higher Education in Response to COVID-19: Students’ Perceptions and Perspectives

El Ganbour, R., Dihi, M., & Bouali, A. (2024). Adopting HyFlex in higher education in response to COVID-19: Students’ perceptions and perspectives. Distance and Mediation of Knowledge, 47. https://doi.org/10.4000/12jk2

This study investigates students’ perceptions of the HyFlex model during and after the COVID-19 pandemic. Researchers surveyed 249 medical and pharmacy students, focusing on technology acceptance, ease of use, and perceived usefulness. Results revealed that attitudes toward HyFlex were strongly influenced by the availability of technological resources and prior digital literacy. Positive perceptions were linked to higher engagement and a willingness to adopt HyFlex learning long-term.

Relevance for educators: The study emphasizes the importance of addressing technology gaps and providing digital literacy training to ensure all students can benefit from HyFlex. Institutions considering HyFlex should assess student readiness and invest in technology support.

My brief perspective: It’s inspiring to see how HyFlex has enabled educational continuity during crises and built momentum for long-term adoption. Many institutions are making decisions for long-term resiliency and HyFlex is playing a growing part. This study highlights the importance of preparing students with the tools and skills needed to fully embrace flexible learning.

9. Rethinking Student Engagement for HyFlex Teaching and Learning in Post-Compulsory Settings

Baker, S., Watkinson, M. G., Honeyman, F., Mowll, J., & Tyulkina, S. (2024). Rethinking student engagement for HyFlex teaching and learning in post-compulsory settings: Acknowledging flexibility and agency needed for unplanned events. International Journal of Lifelong Education, 43(4), 432–447. https://doi.org/10.1080/02601370.2024.2359595

This mixed-methods study explores how HyFlex learning supports student engagement in post-compulsory education settings. Surveys and interviews with 120 students revealed that HyFlex’s flexibility helped learners balance studies with work and personal commitments. Key findings include the role of agency and choice in sustaining engagement, especially during unexpected life events. Emotional well-being, self-efficacy, and a sense of belonging were also identified as critical factors.

Relevance for educators: This research highlights the adaptability of HyFlex for adult learners who need flexibility. Educators designing HyFlex courses should integrate strategies that promote autonomy, emotional support, and resilience to enhance engagement.

My brief perspective: Life happens for learners and teachers alike, and HyFlex is uniquely positioned to accommodate the need for schedule and location change even at the last minute. This study reinforces that by offering flexibility and agency, HyFlex empowers learners to stay on track—even when the unexpected occurs. And it will!

10. The Genesis and Prevalence of the HyFlex Model: A Systematic Review and Bibliometric Analysis

Mahrishi, M., Abbas, A., Siddiqui, M. K., & Aladhadh, S. (2024). The genesis and prevalence of the HyFlex model: A systematic review and bibliometric analysis. International Journal of Educational Research Open, 8, 100410. https://doi.org/10.1016/j.ijedro.2024.100410

This systematic review traces the origins, evolution, and adoption trends of the HyFlex model. Analyzing 51 studies published over the past decade, the authors highlight key milestones, research themes, and geographic trends in HyFlex implementation. The findings emphasize HyFlex’s role in addressing accessibility, equity, and flexibility in higher education. The review also identifies gaps, calling for more research on long-term impacts and scalability.

Relevance for educators: This article offers a broad overview of HyFlex’s development and effectiveness, making it an essential resource for educators evaluating its potential. It also points out areas for future exploration, encouraging educators to contribute to ongoing research.

My brief perspective: It’s rewarding to see how far HyFlex has come and to recognize its growing impact worldwide. This review reminds us that the work isn’t done—there’s still much to learn, refine, and share as we continue improving flexible learning for all.

Looking Ahead: What We’re Learning About HyFlex

The ten studies summarized here showcase the remarkable adaptability and impact of the HyFlex model as it continues to evolve post-pandemic to fit the general need for more flexible learning opportunities and the unique needs of each context. From supporting psychological needs and improving critical thinking to fostering engagement and enabling flexible scheduling, these findings offer educators valuable insights into HyFlex’s continuing potential. They also highlight areas where further support—such as instructor training, technology integration, and community-building strategies—can make HyFlex even more effective. These studies reinforce much of what we have learned through our community’s over 300 previously published articles.

As key advocates of HyFlex in all its forms and as supporters of those learning about and implementing HyFlex teaching to support flexible learning in all levels of education, we in the HyFlex Learning Community are excited to see researchers pushing HyFlex forward, exploring its nuances, and addressing challenges. The lessons shared here (and in the other reports we catalog in the HyFlex Learning Community Research Bibliography (https://hyflexlearning.org/bibliography) can inspire educators, instructional designers, and administrators to refine their approaches, helping more students succeed through flexible, inclusive learning experiences.

We continue to strive to achieve our never-ending goal of providing expanded and improved equitable access to high-quality learning opportunities for all who need and want them. Join with us! Contact Us (https://www.hyflexlearning.org/contact/) or Join the HyFlex Learning Community (https://www.hyflexlearning.org/register_me/)