Bibliography of publications related to Hybrid-Flexible course designs (by any name, not just HyFlex). Hybrid-Flexible course designs provide instruction in a classroom and in at least one online mode (synchronous or asynchronous) and allow students to choose their mode of participation for each class session.
This bibliography is representative, not exhaustive. Suggest an addition: [form opens in new tab]
Magana, A. J., Karabiyik, T., Thomas, P., Jaiswal, A., Perera, V., and Dworkin, J. (2022). Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID-19 pandemic. The Research Journal for Engineering Education. January 21, 2022. https://doi.org/10.1002/jee.20450 Available online at https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20450
Keywords: HyFlex, team-based learning, group projects, pandemic, engineering education, active learning, cooperative learning, course design
Othman. (2022). Explorer les formations comodales en langues. ALSIC : apprentissage des langues et systèmes d’information et de communication. Flight 24, No. 2, 2021. https://doi.org/10.4000/alsic.5824 Available online at https://journals.openedition.org/alsic/5824
Keywords: Comodal, language instruction
Radwan. (2022). The post-pandemic future of higher education. Dean & Provost, 23(6), 1–5. https://doi.org/10.1002/dap.30987
Keywords: Resilience, post-pandemic, student-centered
Bregnhøj, and Mathiasen, H. (2021). Hvad kan HyFlex-organiseret undervisning?: de studerendes tilgang. [What can HyFlex-organized teaching do? – the students approach] Læring Og Medier, 14(24). https://doi.org/10.7146/lom.v14i24.125533
Keywords: Hyflex-organiseret undervisning, kommunikation, undervisningsmiljøer, de studerendes stemme [Hyflex-organized teaching, communication, teaching environments, the voice of students]
Calafiore, and Giudici, E. (2021). HYBRID VERSUS HYFLEX INSTRUCTION IN AN INTRODUCTORY FINANCE COURSE. International Journal of Education Research, 16(1), 40–51.
Keywords: HyFlex, Student learning, non-traditional students
Carter, M. M. (2021). Study of a HyFlex mathematics course at Delaware technical community college (Order No. 28494877). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2572623202).
Keywords: HyFlex, Mathematics Instruction
Chicca J. (2021). Designing Courses Using the HyFlex Model. Nurse educator, 10.1097/NNE.0000000000000991. Advance online publication. https://doi.org/10.1097/NNE.0000000000000991
Keywords: COVID-19, instructional strategies, nursing
Colfer, Johri, N., and Wagner, S. L. (2021). A Case Study of MHA Faculty and Student Experiences in Adapting Learning Modality Options to Hybrid Flexible (HyFlex) During the COVID-19 Pandemic. The Journal of Health Administration Education, 38(1), 441–466. Available online: https://www.proquest.com/docview/2535628931/fulltextPDF/6EE862050AE14940PQ/1
Keywords: HyFlex, pandemic
Furse, C. and Ziegenfuss, D. (2021). Chapter 11. HyFlex Flipping: Combining in-person and on-line teaching for the flexible generation. In K. T Selvan and K. F. Warnick (Eds.)Teaching Electromagnetics: Innovative approaches and pedagogcial strategies (1st ed). CRC Press: Boca Raton, FL. pp. 201-218. https://doi.org/10.1201/9781003149231
Keywords: HyFlex, Flipped
Gatlin, A. R., Kuhn, W., Boyd, D., Doukopoulos, L., and McCall, C. P. (2021). Successful at scale: 500 faculty, 39 classrooms, 6 years: A case study. Journal of Learning Spaces, 10(1), 51-62.
words: HyFlex, Scale, Learning Spaces, Classrooms
Hadder, K., Pack, A., and Williams, L. (2021). Online learning in a time of crisis: A look at student and faculty perceptions of university responses to covid-19 and how it has impacted student and faculty satisfaction (Order No. 28415459). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2515700454).
Keywords: HyFlex, Pandemic response, student experience, faculty experience
Heilporn, G., and Lakhal, S. (2021). Converting a graduate-level course into a HyFlex modality: What are effective engagement strategies? The International Journal of Management Education, 19(1), 100454. https://doi.org/10.1016/j.ijme.2021.100454
Keywords: Higher education, Online and blended learning, HyFlex, Student engagement, Instructional strategies
Heilporn, G., Lakhal, S., and Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 25–25. https://doi.org/10.1186/s41239-021-00260-3
Keywords: Blended learning, course design, student engagement
Irvine, V. (2020). The Landscape of Merging Modalities. EDUCAUSE Review, 55(4). https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities.
Keywords: Blended Learning, Learning Environments, Online Learning
Jongmuanwai, B., Simmatun, P., Teemueangsa, S., and Jedaman, P. (2021). Factors and Needs Assessment of Hyflex Learning with Science Activity Base For Strengthen Critical Thinking. Journal of Physics. Conference Series, 1835(1). https://doi.org/10.1088/1742-6596/1835/1/012095
Keywords: Science, HyFlex, needs assessment
Jongmuanwai, B., Simmatun, P., Teemueangsa, S., and Jedaman, P. (2021). Models of Hyflex Learning a Having Activities Base Via Constructionism for Enhancing as Critical Thinking of Undergraduate Students’. Annals of the Romanian Society for Cell Biology, 25(6), pp. 393 – 403. Retrieved from https://www.annalsofrscb.ro/index.php/journal/article/view/5302
Keywords: HyFlex, Science, Constructionism, Critical Thinking, Factors Model
Keiper, White, A., Carlson, C. D., and Lupinek, J. M. (2021). Student perceptions on the benefits of Flipgrid in a HyFlex learning environment. Journal of Education for Business, 96(6), 343–351. https://doi.org/10.1080/08832323.2020.1832431
Keywords: HyFlex; learning technology; student perceptions
Keshishi. (2021). Playful reflective thinking in a HyFlex classroom: using nostalgic games to engage students. Journal of Learning Development in Higher Education, 22. https://doi.org/10.47408/jldhe.vi22.691
Keywords: Hyflex classroom, nostalgia, playful learning, reflective thinking, social constructivism, Covid-19
Kohnke L. and Moorhouse, B. L. (2021) Adopting HyFlex in higher education in response to COVID-19: students’ perspectives, Open Learning: The Journal of Open, Distance and e-Learning, DOI: 10.1080/02680513.2021.1906641
Keywords: HyFlex, COVID-19, online learning, Zoom, higher education
Larsen, K., Robinson, C., Melnyk, J. A., Nicoletti, J., Gagnon, A., McLaughlin, K., and Hussaini, M. (2021). Finding our voice: Highly flexible ED for the hyflex world. To Improve the Academy: A Journal of Educational Development, 40(2). doi: https://doi.org/10.3998/tia.467
Keywords: teaching with technology, online teaching and learning, pivot pedagogy, HyFlex
Lavigne, Groman, A., and Price, M. (2021). Teaching Implicit Bias and Its Management in the Pain Care of Sickle Cell Anemia Patients in a Hyflex Pre-Professional Classroom During COVID-19. Pain Medicine (Malden, Mass.). https://doi.org/10.1093/pm/pnab340
Keywords: HyFlex, student learning
Lohmann, M. J., Randolph, K. M., and Oh, J. H. (2021). Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment. Early Childhood Education Journal, DOI: 10.1007/s10643-021-01201-5
Keywords: Classroom management, Hyflex, Online learning, K12
MacIntyre, C. R., Costantino, V., Bian L., and Bethel, C. (2021) Effectiveness of facemasks for opening a university campus in Mississippi, United States – a modelling study, Journal of American College Health, DOI: 10.1080/07448481.2020.1866579
Keywords: campus, college, COVID-19, facemask, students
Miller, A. N., Sellnow, D. D., and Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. https://doi.org/10.1080/03634523.2020.1857418
Motoyama, Kadota, Y., Shigetoshi, K., Sugimoto, Y., and Ashihara, T. (2021). [Japanese language] University-wide Introduction of HyFlex Classes at Shiga University of Medical Science. Journal for Academic Computing and Networking, 25(1), 39–45. https://doi.org/10.24669/jacn.25.1_39
Keywords: HyFlex, COVID-19 pandemic
Pastore, Kyosev, Y., Fassihi, A.-A., and Flax, B. (2021). Textile education during the 2020 pandemic: experiences in US, South Africa and Germany. Communications in Development and Assembling of Textile Products, 2(1), 18–33. https://doi.org/10.25367/cdatp.2021.2. p18-33
Keywords: covid, online education, textile education
Plews, Sweet, M., Sudbury, L., Malan, W., Waterbury, C., Savage, J., Provensal, E., Rose-Sinclair, K., and Chavez, M. (2021). From emergency remote teaching to hybrid NUflex: a collaborative approach to developing faculty into learning designers. Journal of Learning Development in Higher Education, 22. https://doi.org/10.47408/jldhe.vi22.743
Keywords: HyFlex, faculty development, resilient teaching, Covid-19
Raman, R., Sullivan, N., Zolbanin, H., Nittala, L., Hvalshagen, M., and Allen, R. (2021). Practical Tips for HyFlex Undergraduate Teaching During a Pandemic. Communications of the Association for Information Systems, 48, pp. 218-225. https://doi.org/10.17705/1CAIS.04828
Keywords: HyFlex Teaching, Undergraduate Teaching, COVID-19, Practical Teaching Tips, Group Work, Actionable Tips
Romero-Hall, & Ripine, C. (2021). Hybrid Flexible Instruction: Exploring Faculty Preparedness. Online Learning (Newburyport, Mass.), 25(3), 289–312. https://doi.org/10.24059/olj.v25i3.2426
Keywords: Faculty; Faculty Preparedness; Online Teaching; HyFlex Instruction
Rosen, D. J. (2021). BlendFlex and HyFlex models to increase student engagement and retention. Adult Literacy Education, 3(2), 73-78.
Keywords: HyFlex, engagement, retention, BlendFlex
Rosillo, N., and Montes, N. (2021). Escape room dual mode approach to teach maths during the COVID-19 era. Mathematics, 9(20), 2602. http://dx.doi.org/10.3390/math9202602
Keywords: HyFlex, Pandemic response, student experience
Shashidhar, A. (2021). HyFlex: The Future of Workspaces. Business World (India).
Keywords: HyFlex, workplace
Verrecchia, and McGlinchey, M. J. (2021). Teaching During Covid: The Effectiveness of the HyFlex Classroom in a 300 Level Statistics Class. Journal of Education and Training Studies, 9(3), 23–27. https://doi.org/10.11114/jets.v9i3.5146
Keywords: HyFlex classroom; face-to-face classroom; independent samples t-tests
Wigal, C. M. (2021). Teaching the design process in a HyFlex environment. Journal of Higher Education Theory and Practice, 21(10), 226-235.
Keywords: HyFlex, instructional design, design education, team-based projects
Zehler, Cole, B., and Arter, S. (2021). Hyflex Simulation: A Case Study of a Creative Approach to Unprecedented Circumstances. Clinical Simulation in Nursing, 60, 64–68. https://doi.org/10.1016/j.ecns.2021.06.012
Keywords: HyFlex, nursing education, remote learning, distance learning, simulation, observer, participation, undergraduate nursing
BohatyretsV. (2020). Benefits of HyFlex learning in creating a positive students’ experience. Mediaforum, 8, 165-172. Retrieved from https://journals.chnu.edu.ua/index.php/mediaforum/article/view/174
Keywords: HyFlex teaching/learning, students, Covid-19, flexibility, adaptability, positive experience, hybrid online course
Ensmann, S.Y., Gomez-Vasquez, L., Sturgill, R., and Whiteside, A. L. (2020). A Pandemic Case Journal of One Higher Education Institution. Quarterly Review of Distance Education, 21(3), 19–22. https://eric.ed.gov/?id=EJ1289266
Keywords: Pandemics, COVID-19, Educational Technology, Technology Uses in Education, Online Courses, Blended Learning, Higher Education, College Students, College Faculty, Teacher Role
Keiper, M. C., White, A., Carlson, C. D. and Lupinek, J. M. (2020) Student perceptions on the benefits of Flipgrid in a HyFlex learning environment, Journal of Education for Business, DOI: 10.1080/08832323.2020.1832431
Keywords: Hybrid flexible methodology, HyFlex, learning technology, online learning, student perceptions
Kim, J., & Maloney, E.J. (2020). Scenario 13. HyFlex, in The Low-Density University: 15 Scenarios for Higher Education. Baltimore: Johns Hopkins University Press., doi:10.1353/book.77218. Available online (open access) at https://muse.jhu.edu/chapter/2675997
Keywords: HyFlex, Future-thinking
Lakhal, S., Mukamurera, J., Bédard, ME. et al. Features fostering academic and social integration in blended synchronous courses in graduate programs. Int J Educ Technol High Educ 17, 5 (2020). https://doi.org/10.1186/s41239-020-0180-z
Keywords: Blended synchronous courses, Blended synchronous learning, Academic integration, Social integration, Higher education
* Magna Publications. (2020). Strategies that work in Traditional and HyFlex classrooms (many strategies to choose from, many authors). The Journal of Faculty Development; Madison, 34(3), pp. 58-98.
Naffi, N. (2020). The Hyber-Flexible Course Design Model (HyFlex): A Pedagogical Strategy for Uncertain Times. International Journal of Technologies in Higher Education, 17 (2), p. 136-143. https://doi.org/10.18162/ritpu-2020-v17n2-14
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269-290. http://dx.doi.org/10.1007/s10984-019-09303-z
Keywords: Hyflex, Here or There Instruction, research gaps, blended synchronous
Rhoads, D. D. (2020). Traditional, Online or Both? A Comparative Study of University Student Learning and Satisfaction Between Traditional and Hyflex Delivery Modalities. Dissertation Concordia University Irvine, 2020, 148; 27995688. https://www.proquest.com/docview/2410811261/DA7CDFEFEF7341ECPQ/14
Zemeckis, D. R. (2021). Offering a Hyflex Fisheries Science Course for Stakeholders of New Jersey’s Fisheries. Journal of Extension, 58(1), Article 10. https://tigerprints.clemson.edu/joe/vol58/iss1/10
Keywords: fisheries management, fisheries science, Hyflex, webinar
The bibliography entries below (most 2019 and earlier) are reused from Appendix A. of the HyFlex book (published under a CC-BY license).
Reference: Beatty, B. J. (2019). Bibliography of Hybrid-Flexible Literature (using various terms). In B. J. Beatty (Ed.), Hybrid-Flexible Course Design. EdTech Books. https://edtechbooks.org/hyflex/biblio
Abdelmalak, M. (March, 2013). HyFlex course design: A case study of an educational technology course. Proceedings of Society for Information Technology & Teacher Education (SITE) International Conference, New Orleans, LA USA. https://www.slideshare.net/mariamabdelmalak58/hy-flex
Abdelmalak, M. (2014). Towards Flexible Learning for Adult Students: HyFlex Design. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014–Society for Information Technology & Teacher Education International Conference (pp. 706-712). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 4, 2019 from https://edtechbooks.org/-VxGa.
Abdelmalak, M., Parra, J. (2016, October) Expanding Learning Opportunities for Graduate Students with
HyFlex Course Design. International Journal of Online Pedagogy and Course Design 6(4). https://www.researchgate.net/publication/305347642_Expanding_Learning_Opportunities_for_Graduate_Students_with_HyFlex_Course_Design
Abdelmalak, M. M., & Parra, J. L. (2018). Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students. In R. Sharma (Ed.), Innovative Applications of Online Pedagogy and Course Design (pp. 298-317). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-5466-0.ch015
Alexander, M.M., Lynch, J.E., Rabinovich, T., & Knutel, P.G. (2014). Snapshot of a hybrid learning environment. The Quarterly Review of Distance Learning, 15(1), 9-21.
Keywords: educational environment, blended learning, h igher education, online courses, web based instruction, deliery systems, student satisfaction, academic persistence, asynchronous communication, synchronous communication, educational technology, chalkboards, student surveys, feedback (response)
Beatty, B. (2006, October) Designing the HyFlex World- Hybrid, Flexible Classes for All Students. Paper presented at the Association for Educational Communication and Technology International Conference, Dallas, TX.
Beatty, B. (2007). Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007–World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-ohe.
Beatty, B. (2007, October). Hybrid Classes with Flexible Participation Options – If you build it, how will they come? Proceedings of the Association for Educational Communication and Technology International Conference, Anaheim, CA.
Beatty, B. (2007, November). Blended Learning for Students with Choice: The HyFlex Course and Design Process. Peer-reviewed paper presented at the Thirteenth Sloan-C International Conference on Online Learning, Orlando, FL.
Beatty, B. (2008). HyFlex Delivery for US Army Counter Insurgency (COIN) Training Applications. In Lickteig, C. W., Bailenson, J., Beatty, B., Dunleavy, M., Graham, C. R., Kozlowski S.W., & Mayer, R. E. Innovative Training Methods for the Contemporary Operating Environment: Contributions from the Consortium Research Fellows Program (ARI Special Report). Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.
Beatty, B. (2008). Sloan Consortium Effective Practice Award: Using the “HyFlex” Course and Design Process. Retrieved 04/04/2016 from https://edtechbooks.org/-Zvd
Beatty, B. (2009, October). Student Self-reflections on Learning in a Hybrid Course Environment: Do Participation Mode Differences Lead to Differences in Reflections? Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Louisville KY.
Beatty, B. (2011, November). HyFlex Course Design: A Summary Report on Five Years of Implementation. Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Jacksonville, FL.
Beatty, B. (2012, April). HyFlex Course Design: The Advantages of Letting Students Choose the Blend. Peer-reviewed paper presented at Sloan-C Blended Learning Conference, Milwaukee, WI.
Beatty, B. J. (2014). Hybrid courses with flexible participation – The HyFlex Course Design. In L. Kyei-Blankson and E. Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments. (pp. 153-177). Hershey, PA: IGI Global.
Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes. EdTech Books. Available online: https://edtechbooks.org/hyflex/
Beatty, B., Littlefield, C., Miller, J., Rhoads, D., Shaffer, D., Shurance, M. and Beers, M. (2016, April) Hybrid Flexible Course and Program Design: Models for Student-Directed Hybrids. Paper and panel session presented at the OLC Innovate 2016 Conference, New Orleans, LA.
Bell, J., Sawaya, S., & Cain, W. (2014). Synchromodal classes: Designing for shared learning experiences between face-to-face and online students. International Journal of Designs for learning, 5(1), 68-82.
[French language] Bergeron, M.-H. (2014). Innovating to promote access to higher education in rural areas. Pédagogie Collégiale Vol. 27, No 4, Summer 2014. Retrieved from http://aqpc.qc.ca/sites/default/files/revue/Bergeron-Vol_27-4.pdf.
Binnewies, S., Wang, Z. (2019) Challenges of Student Equity and Engagement in a HyFlex Course. In C. Allan, C. Campbell, and J. Crough (Eds.) Blended Learning Designs in STEM Higher Education: Putting Learning First (pp. 209-230). Singapore: Springer Nature
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, pp. 1-18. doi:https://doi.org/10.1016/j.edurev.2017.06.001
Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17.
Bower, M.,Kennedy, G. E., Dalgarno, B., Lee, M. J. W., and Kenney, J. (2014). Blended synchronous learning: A handbook for educators. Retrieved from http://blendsync.org/handbook/
Bower M., Kenney, J., Dalgarno, B., Lee, M. J. W., & Kennedy, G. E. (2014). Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities. Australasian Journal of Educational Technology, 30(3), 261-272.
Butz, N. T., Stupnisky, R. H., Peterson, E. S., & Majerus, M. M. (2014). Self-determined motivation in synchronous hybrid graduate business programs: Contrasting online and on-campus students. Online Learning and Teaching, 10, 211-227.
Butz, N. T., Stupnisky, R. H. (2017). Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs. Computers & Education, 114 (2017), pp. 117-138, 10.1016/j.compedu.2017.06.006
Day, S. & Verhaart, M. (2016). Determining the requirements for geographically extended learning (gxLearning): A multiple case study approach. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 182-191).
Day, S., & Verhaart, M. (2016). Beyond Wi-Fi: Using Mobile devices for gxLearning in the field. In M. Verhaart, A. Sarkar, E. Erturk & R. Tomlinson (Eds.), Proceedings of the 7th Annual Conference of Computing and Information Technology Education and Research in New Zealand incorporating the 29th Annual Conference of the NACCQ, Wellington, New Zealand, 11th-13th July 2016 (pp. 27-33). Retrieved from http://www.citrenz.ac.nz/conferences/2016/pdf/2016CITRENZ_1_Day_gxLearning_16-3.pdf
Detienne, L., Raes, A. & Depaepe, F. (2018). Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2004-2009). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2019 from https://edtechbooks.org/-woe.
Donovan, S. A. G. (2018). Mixed methods study of the fit instructional model on attributes of student success (Order No. 10935064). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2115548318). Retrieved from https://search.proquest.com/docview/2115548318?accountid=13802
Educause. (2010). Seven things you should know about the HyFlex course model. Retrieved 04/04/2016 from http://net.educause.edu/ir/library/pdf/ELI7066.pdf
Elder, S. J. (2018). Multi-Options: An Innovative Course Delivery Methodology. Nursing Education Perspectives 39(2), pp. 110-112.
Gobeil-Proulx, J. (2019). La perspective étudiante sur la formation comodale, ou hybride flexible. [What do university students think about hybrid-flexible, or HyFlex courses?] Revue internationale des technologies en pédagogie universitaire, 16(1), pp. 56-67. Available online: https://doi.org/10.18162/ritpu-2019-v16n1-04
Gounari, P. and Koutropoulos, A. (2015). Using Blended Principles to Bridge the Gap between Online and On-Campus Courses. In L. Kyei-Blankson and E. Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments. (pp. 178-190). Hershey, PA: IGI Global.
He, W., Gajski, D., Farkas, G., Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? Computers & Education, vol 81, pp.59-68.
Hill, J., Yang, X., Kim, E. E., Oh, J, Choi, I., Branch, R. M., Lee, H., & Keisler, B. (2018). Creating a Flexibly Accessible Learning Environment. Conference presentation at Association for Educational Communications and Technology Annual Convention. Kansas City, MO. (2018, October).
Irvine, V. (2009). The emergence of choice in ‘multi-access’ learning environments: transferring locus of control of course access to the learner. In G. Siemens, C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, Association for the Advancement of Computing in Education, Chesapeake, VA (2009), pp. 746-752.
Irvine, V. (2010). Exploring learner needs for collaboration and access. In J. Herrington, B. Hunter (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010, Association for the Advancement of Computing in Education, Chesapeake, VA (2010), pp. 1093-1097.
Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172.
[Spanish language] Juarez-Popoca, D., Gastelu, C. A. T., Herrera-Diaz, L. E. (2014). El modelo HyFlex: Una propuesta de formación híbrida y flexible. In I. E. Gamez (Ed.) Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI, pp. 127-142.
Koskinen, M. (2018). Understanding the Needs of Adult Graduate Students: An Exploratory Case Study of a Hyflex Learning Environment. Northeastern University, ProQuest Dissertations Publishing, 2018. 13419414.
Kyei-Blankson, L. & Godwyll, F. (2010). An Examination of Learning Outcomes in Hyflex Learning Environments. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010–World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 532-535). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-wNs.
Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. & Keengwe, J. (2011). The New Blend: When students are given the option to choose. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011–Society for Information Technology & Teacher Education International Conference (pp. 433-436). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-PxP.
Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. (2014). Innovative blended delivery and learning: exploring student choice, experience, and level of satisfaction in a hyflex course. International Journal of Innovation and Learning 16(3), pp. 243-252.
Lafortune, A. M. (2018). Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode. Université de Sherbrooke Dissertation.
Lakhal, S., Bateman, D. & Bédard, J. (2017). Blended Synchronous Delivery Mode in Graduate Programs: A Literature Review and Its Implementation in the Master Teacher Program. Collected Essays on Learning and Teaching 10, pp. 47-60.
Lakhal, S., Khechine, H. & Pascot, D. (2014). Academic Students’ Satisfaction and Learning Outcomes in a HyFlex Course: Do Delivery Modes Matter?. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1075-1083). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 21, 2019 from https://edtechbooks.org/-ysYq.
Lieberman, M. (2018, January 24). Introducing a new(-ish) learning mode: Blendflex/hyflex. Inside Higher Ed. Available online: https://edtechbooks.org/-pww
Leijon, M., & Lundgren, B. (2016). Connecting physical and virtual spaces in a HyFlex pedagogic model with focus on interaction. Presented at: Designs for Learning conference. Designing New Learning Ecologies, Copenhagen, 2016, Aalborg, Denmark: Aalborg University Press.
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