CoverAcknowledgementsIntroductionSection 1. Programmatic Planning for HyFlex Learning Before ImplementationSection 2. Instructional PlanningSection 3. Teaching in a HyFlex ClassSection 4. Implementing and Scaling Up Flex ModelsSection 5. Program EvaluationSection 6. Hardware and Education Software Application ChoicesSection 7. HyFlex Program Vignettes7.1 Leveraging HyFlex To Scale Professional Development7.2 HyFlex To Support Independent Learning7.3 High-End HyFlex Hardware and Tech Coaching for Teachers7.4 A HyFlex Model that Engages All Teachers — and All Staff — From the Outset7.5 Low-Tech HyFlex Can Lead to Increased Learner Attendance, Retention, and Level Gains7.6 Transitioning from a HyFlex Pilot to Larger Implementation7.7 Evolving Technology to Best Meet Learner Needs7.8 HyFlex Meets Needs of Students Who Prefer In-Person but Sometimes Have Challenges with Childcare and Transportation7.9 How HyFlex Can Help Out-of-School (Opportunity) Youth7.10 Using Nearpod to Plan Instruction in a HyFlex ModelAppendix A. HyFlex Videos and ResourcesAppendix B. HyFlex Technology Example - Waubonsee Community College in Illinois


As researchers and teacher educators, our role is to explore research literature and work in the field to locate innovative and promising instructional strategies and resources, and then offer descriptions that help others integrate new ways of teaching into their work. In other words, we amplify innovative practice. To make this work possible, we rely on the generosity and curiosity of dedicated educators — who are willing to take risks, try new things, and share their experiences with us. This guide would not have been possible without the collaboration of the networks of teachers and administrators with whom we have worked in the past year. We want to thank the teachers and administrators we interviewed, joined in study groups and facilitated in online forums and discussion groups. Thanks also to conference and webinar attendees whose questions pushed our thinking and helped clarify the guidance provided here. Also grateful to reviewers and copyeditors for moving the work forward.

We would also like to acknowledge Dr. Brian Beatty and his past research and writing on the Hybrid Flexible model. Our earliest work on this project was to lead a group of adult ESOL and literacy teachers in a series of conversations on his book Hybrid-Flexible Course Design


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