This post contains content authored by Kevin Kelly, PhD, a specialist in online teaching and learning, and technology. His article appears on the “Phil on EdTech” website May 7, 2020, and provides a comprehensive overview of the process of designing and implementing a Hybrid course. Be forewarned, this article is lengthy, BUT WELL WORTH READING! Topics include a discussion of motivations for creating a Hyflex course, implications of adopting a Hyflex course, and discussion of pros and cons associated with the Hyflex approach. The author also provides as a response to a request posted on the Professional and Organizational Development (POD) Network listserv, a Creative Commons Google doc with detailed examples of the layout of HyFlex classes of differing lengths (e.g., 45, 50, and 75 minute classes). In the words of the author, ” Specifically, I wanted to see what types of typical in-class activities would work for different length HyFlex course sessions, as it may take more time to prepare students and conduct an activity with students participating in different ways. I based my examples on research-based practices, such as breaking the class session into mini-lectures paired with activities. This reduces cognitive load and gives students a chance to work with a concept before moving onto a new idea.”
The Google doc he so generously provides offers a detailed description of the temporal organization of different components of a Hyflex course (for example, breakout sessions, quick polls, mini-lecture, etc.). The link to the document is given below.