How do you define hybrid, or hyflex, learning?

I struggled recently to define hybrid learning to a client. They asked how they could go about creating ‘hybrid learning’ for their learners. A reasonable question?

There appears to be some confusion, in practice and in the literature, as to the differences between hybrid, hyflex (hiflex, hi-flex, etc), and blended learning. So, I would like to take a minute to propose some definitional parameters, and wait to see if you agree or disagree.

The terms hybrid and hyflex are, in my mind, essentially the same thing, but they differ from ‘mainstream’ blended approaches. Blended learning, as curricula and teaching practice, determines where a learner studies, and what they are doing in each space. The blend is anticipated and written into the curriculum. The teacher knows what the student will be doing in-person or as a distance learner. Indeed the course is most probably designed ‘flipped-classroom’ style, to optimise the precious time in face-to-face-face contexts, whether in-person or virtually. There are a few flavours of blended learning but they are all pre-determined by the course creator.

Hybrid, or hyflex, approaches attempt to give some agency, some control, to the learner as to the nature of their learning experience, the when, where and how. Both aim to empower the student to choose what learning should be studied face-to-face and that which should be studied online, and how to go about engaging with that learning. The only apparent difference, largely in US practice, appears to be the unpacking of the the distance participation element as asynchronous or synchronous online engagement. To me it’s a definition without a difference.

This hybrid/hyflex nature very often means courses spawn new hybrid ‘spaces’ in which there is an attempt at seamless integration between real-world in-person and virtual learning experiences. This means that designers of courses that aspire to be hybrid/hyflex learning may be required to enable the same (or equivalent) learning experiences to be modelled in multiple forms or alternative spaces (Bennett et al., 2020; Goodyear, 2020). This could be significant burden. Think about it as Universal Design for Learning (UDL) on drugs.

Blended, hybrid/hyflex are in fact all flexible learning models of delivery. They all make use of different combinations of the two modes of learning, in-person and distance. And they all fall within a regulatory and validation authority that determines the relative openness of programmes of study. Flexible is anything that is less than fixed. Its merely a question of degree. It’s clearly a spectrum. Courses are on a spectrum of curriculum delivery between rigid and flexible.

I persuaded this particular client that they did not need to go ‘all-in’ and design courses for hybrid delivery. Rather, they simply needed to consider what learning and teaching activities were best suited for ‘away-from-the-classroom’ study and to determine whether these required independent study or collaboration with others. To be a bit more… flexible.

It wasn’t the answer they wanted. After all, being ‘hybrid’ is so very much, you know, ‘now’. But it’s the answer they got.

Dr Simon Paul Atkinson

15 July 2022

Bennett, Dawn, Elizabeth Knight, and Jennifer Rowley. “The Role of Hybrid Learning Spaces in Enhancing Higher Education Students’ Employability.” British Journal of Educational Technology 51, no. 4 (2020): 1188–1202. https://doi.org/10.1111/bjet.12931.

Goodyear, Peter. “Design and Co‐configuration for Hybrid Learning: Theorising the Practices of Learning Space Design.” British Journal of Educational Technology 51, no. 4 (2020): 1045–60. https://doi.org/10.1111/bjet.12925.

Image generated using OpenAI DALL-E

There is no such thing as blended-learning.

There is no such thing as blended-learning. Or rather there has never been anything except ‘blended’ learning. Of course we all know that, we’re just lazy with our language and as Orwell(1) said “…if thought corrupts language, language can also corrupt thought.” Maybe it’s worth thinking about the terminology we use.

I have no problem with a conversation about the right blend, indeed I rather like the verb ‘blend’, it’s the noun ‘blended/ing’ I find problematic. Let’s stop talk about the ‘blended approach’ and describe instead our model of learning. Let’s agree on our underpinning theoretical structures (if you like that sort of thing), identify our context and that of our learners (culture, expectations, destinations, prior experience, infrastructure), and let’s describe our model.

Teaching Online 2008 - VoiceThread in Sakai
Teaching Online 2008 – VoiceThread in Sakai

What we have in the contemporary ‘blended’ debate is a healthy concern with what students’ do, and where, how and when they do it. Rather than teaching our one-hour lecture and our two our seminar and despatching students’ into the dark dusty stacks or the ‘short-term loan’ mêlée, we now seek to engineer the ‘blend’ of approaches we want them to take. The scrap for the library carousel and scouring the desks of the studious for the only copy of the ‘reference-only’ gem has now been replaced by a broader concern for the ‘design’ of the students’ learning. We blended twenty years ago and we blend today, only the context has changed. This is a good thing.

So why don’t we call it that, why don’t we call it ‘our learning model’? Since here is so much pressure on Universities to differentiate themselves why don’t we seek to develop, articulate, refine and promote the Massey Learning Model, the Athabasca Learning Model, the Wisconsin Learning Model.

‘Blended’, like many terms in education, has been in vogue and now risks being taken for granted and misused. Alternative terminology also has its supporters; ‘mixed-mode’ and ‘hybrid’ are also used synonymously. The most common conception of blended learning is one in which there is a combination of face to face, real-time, physically present, teaching and computer-mediated, essentially online, activity. The term has come to imply an articulated and integrated instructional strategy. The term blended is often used to imply something more than the evolution of digital materials ‘supplementing’ face-to-face instruction, rather it implies that each ‘mode’ can serve a student’s learning in different ways. In practice this might mean that a two-hour lecture and a two-hour seminar become a web based lecture, a face-to-face seminar and several web based activities, allowing more time for contributions, more time for voices to be heard.

The contemporary argument is often simply maths. In a class of 40 where one would hope to have a thoughtful 10-15 minute contribution from each student, a seminar would need to be 8 -10 hours long. Online that same reflective and expressive opportunity is unbounded by class-time.

There are many reasons to reconsider the reliance on face-to-face instruction.

Participation, the opportunity to contribute, is one. But there are also opportunities for content to be paused, reviewed, annotated, questioned, spliced and shared in ways that live synchronous face-to-face contact cannot be. Media-rich course content, video and audio, interactive resources, formative assessments, all serve to allow the student to choose not just when, but also where, to study. The ‘where’ question then also gives rise to the other popular motif amongst University leaders, mobile learning.

The reason it is so difficult to establish what the right ‘blend’ is, is simply because the context of the learning determines the nature of the blend. The students’ context establishes what can and can’t be done in a specific mode, what time parameters exist, what technology restrictions and what assessment evidence is ultimately required.

Perhaps the biggest argument in favour of a blended approach (20 years ago and today) is simply that it requires engagement. Managing to access content and activities, participate appropriately and incrementally develop a portfolio of formative assessment towards a final summative goal, requires, self-management, discipline, at least some digital literacy today, and some motivation. Turning up and sitting in class is not hugely onerous (although arguably it demonstrates time-keeping).

So if you’re an institution considering the ‘Blend’, I’d like to offer a suggestion. Don’t. Instead consider the nature of your context (past-present-future) and articulate the learning model around which your exemptions and exceptions will develop, articulate a learning model to rally staff to a shared concept of learning (believe me, ‘blended’ won’t excite them) and articulate a model that learners will say “I recognise that, that’s my concept of myself as a learner, I’ll go there”.

Take a diagnostic model (here’s one I prepared earlier…) and define your own unique model of learning (better still invite me to come and work with you on it), and I guarantee you will be blending (verb) but you won’t have to try and sell the stillborn ‘blend’ (noun).

(1) Politics and the English Language” (1946) George Orwell

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