This page provides a partial bibliography of research 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 includes approximately 400 entries, published from 2006 to the present, that use the terms HyFlex or hybrid-flexible or related terms in the research title, and still, it is largely representative, not exhaustive. These publications include several dozen Ph D and Ed D dissertations and MA theses, all of which provide thorough literature reviews of additional related literature.
If you know of relevant work that is missing from this list, please suggest an addition: [form opens in new tab]
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2026 (through July)
Adigue, A. P., & Tardaguila, P. J. G. (2026). HyFlex Learning and its Perceived Effects on Grammar Acquisition among Language Education Majors. International Journal of Learning, Teaching and Educational Research, 25(6). https://www.ijlter.org/index.php/ijlter/article/view/17494
Bilbeisi, K. M. (2026). Teaching and Learning in Hyflex, Online, Hybrid, and In-Class Modalities: Opportunities, Challenges, and Best Practices. International Journal for Innovation Education and Research, 14(2), 01–19. https://doi.org/10.31686/ijier.vol14.iss2.4297
Choong, M. W. K., Lim, C. L., Choong, M. W. K., & Lim, C. L. (1 C.E., January 1). Reimagining Learning Through Artificial Intelligence: Enhanced HyFlex Learning as a Framework for Personalized and Inclusive Pedagogy [Chapter]. IGI Global Scientific Publishing. (reimagining-learning-through-artificial-intelligence). Https://Services.Igi-Global.Com/Resolvedoi/Resolve.Aspx?Doi=10.4018/979-8-3373-6182-6.Ch001. https://www.igi-global.com/gateway/chapter/www.igi-global.com/gateway/chapter/411304
Çukurbaşı Çalışır, E., Ateş Çobanoğlu, A., & Genç, G. (2026). The pedagogical landscape of blended learning in higher education: A bibliometric analysis. Journal of Applied Research in Higher Education, 1–13. https://doi.org/10.1108/JARHE-12-2025-1176
Czuprynski, A. (2026). Examining Community College Students’ Nonverbal Behaviors on a Zoom Platform. Community College Journal of Research and Practice, 0(0), 1–11. https://doi.org/10.1080/10668926.2026.2637927
Ebrahiem, S., Subedi, J., Baker, T., Silva, L., & Nazir, M. (n.d.). HyFlex Classroom Delivery in Post-Secondary Education: Perspectives of Faculty.
Fischer, S., Fisch, K., Hobelsberger, C., & Jung, S. (2026). Students’ preferences for online learning formats – Results of a latent class analysis. The Internet and Higher Education, 68, 101053. https://doi.org/10.1016/j.iheduc.2025.101053
Gaidargi, A. M. M. (2026). PERTO DOS FILHOS, DENTRO DA UNIVERSIDADE: EDUCAÇÃO HÍBRIDA E A PERMANÊNCIA ACADÊMICA DE MULHERES-MÃES | Revista Políticas Públicas & Cidades. https://journalppc.com/RPPC/article/view/3027
Haniz, N., Tarmidzi, N., & Kok, J. (2026). Enhancing Learning in Introduction to Mass Communication Through AI Avatar Integration: A Case Study at Taylor’s University. 6, 2026.
Hortelano, J. C. (2026). HyFlex Learning in the Philippines: A Review of Educational Contexts and Beatty’s Design Principles. Journal of Interdisciplinary Perspectives, 4(4), 311–323. https://doi.org/10.69569/jip.2026.107
Kamaruzaman, N. A. (2026). The Platformized Classroom: Communicative Identity Labor, Staged Presence, and Platform Capitalism in HyFlex Learning | Kamaruzaman | Journal of Education and Training Studies. https://doi.org/10.11114/jets.v14i4.8939
Mahmud, M. M., Teh, J. K. L., & Azizan, S. N. (n.d.). Frontiers | Hyflex learning and student engagement in higher education: A systematic literature review. https://doi.org/10.3389/feduc.2026.1773704
Modise, M.-E. P., & Dlamini, N. P. (2026). HyFlex Learning in Higher Education Across the Global South and Asia: A Systematic Review | Open Praxis. https://doi.org/10.55982/openpraxis.18.1.969
Örün, Ö. (2026). Examining factors affecting attendance and engagement in HyFlex learning environments: A post-crisis mixed-methods study. Open Learning: The Journal of Open, Distance and e-Learning, 0(0), 1–18. https://doi.org/10.1080/02680513.2026.2674576
Park, J. (2026). Hybrid Learning and Educational Equity at a Hispanic-Serving Institution: Modality Effects on Academic Achievement Across Undergraduate Student Groups. Journal of Latinos and Education, 0(0), 1–21. https://doi.org/10.1080/15348431.2026.2705525
Ravisankar, S., Mathew, B., Chatta, N., & Ghorbanpoor, M. (2026). From Passive to Participatory: Theatre-Informed Digital Scaffolding for Student Agency in Multicultural-Hyflex Learning Environments. 12, 67–95.
Romero-Hall, E., Allen, E., Morris, A., Duan, Y., & King, A. (2026). HyFlex Graduate Education: A Systematic Review. Online Learning, 30(2), 271–301. https://doi.org/10.24059/olj.v30i2.5001
Saucedo, M., & Fuentes, M. (2026). Evaluación institucional basada en baremación y puntos de corte: Instrumento de Entornos Educativos Flexibles en educación superior tecnológica: Institutional evaluation based on norm-referenced scoring and cut-off points: the Flexible Educational Environments instrument in technological higher education. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 7. https://doi.org/10.56712/latam.v7i2.5888
Shi, Y. V., Komiak, S., & Kumar, D. S. (2026). Enhancing Student Success in HyFlex Learning: Examining the Role of Experiential Learning and HyFlex Design Principles. The Journal of Education Insights, 4(3). https://ojs.omniscient.sg/index.php/jei/article/view/80579
Siko, J. P., & Barbour, M. K. (2026). An Action Research Approach to Addressing the Online Teaching Gap: HyFlex Principles as a Framework for Teacher Education Reform. American Journal of Distance Education, 0(0), 1–17. https://doi.org/10.1080/08923647.2026.2622768
Singh, H., Pal Singh, P., & Sharma, D. (2026). Drivers of Hybrid Teaching in Higher Education: A Post-Adoption Usage Analysis. Journal of College Reading and Learning, 0(0), 1–26. https://doi.org/10.1080/10790195.2026.2664151
Sotto, R. J. (2026). Hybrid-Flexible (Hyflex) Classroom Management Framework: A Case in One State College in Camarines Sur, Philippines. International Journal of Educational Sciences, 54, 89–100. https://doi.org/10.31901/24566322.2026/54.1.1475
Thobejane, M. C., Makwakwa, E. G., Thobejane, M. C., & Makwakwa, E. G. (1 C.E., January 1). Transforming Assessment With AI in a HyFlex Environment: From Automation to Authenticity [Chapter]. IGI Global Scientific Publishing. (transforming-assessment-with-ai-in-a-hyflex-environment). Https://Services.Igi-Global.Com/Resolvedoi/Resolve.Aspx?Doi=10.4018/979-8-3373-6182-6.Ch016. https://www.igi-global.com/gateway/chapter/www.igi-global.com/gateway/chapter/411319
Walker, R. (2026). How New Technologies Will Create the University of the Future. https://doi.org/10.1007/978-981-95-2415-0_14
2025
An Analysis on Student Needs and Preferences for HyFlex Learning Development in Indonesian Higher Education | IJOEM: Indonesian Journal of Elearning and Multimedia. (n.d.). Retrieved December 15, 2025, from https://ejournal.1001tutorial.com/ijoem/article/view/436
Anupriya, K. M. (2025). Hybrid Learning Architecture: Building Resilient Educational Systems After COVID-19. International Journal of Teacher Education Research Studies (IJTERS), 2(3), 81–89. https://doi.org/10.63090/IJTERS/3049.1614.0019
Baker, M. J., & Smith, C. (2025). Let Them Choose: Empowering Students Through a HyFlex Learning Model. Nurse Educator, 50(3), E174–E174. https://doi.org/10.1097/NNE.0000000000001859
Barr, T., & Luo, T. (2024). HyFlex Course Design in Community Colleges: Instructors’ Challenges, Strategies, and Supports. Community College Journal of Research and Practice, 1–19. https://doi.org/10.1080/10668926.2024.2415709
Buch, K., & Keith-Le, J. (2025). Exploring Student and Faculty Experiences in a HyFlex Learning Environment. Journal on Excellence in College Teaching, 36(3). https://celt.miamioh.edu/index.php/JECT/article/view/1188
Chen, G., & Fan, Y. (2025). Exploring the Effectiveness of HyFlex Learning Model and Gather.town in Improving Cross-Cultural Competence of Kindergarten Teachers: International Journal of Web-Based Learning and Teaching Technologies, 20(1), 1–22. https://doi.org/10.4018/IJWLTT.366654
Devi, M. T., Afreen, S., Majeed, A., Prasad, V. S., & Reddy, G. M. (2025). Efficacy Analysis of Different Modes of Learning in Undergraduate Courses During and Post COVID-19 Pandemic. Communications in Mathematics and Applications, 16(1), 113–125. https://doi.org/10.26713/cma.v16i1.2930
Drechsler, A., & Doyle, C. (2025). A Comprehensive Hybrid and Flexible (‘HyFlex’) Course Architecture for Conceptual Modelling Courses in Information Systems. Australasian Journal of Information Systems, 29. https://doi.org/10.3127/ajis.v29.5773
Gérin-Lajoie, S., Roy, N., Diène Faye, I. W., & Beauparlant, R. (2024). Le comodal en enseignement supérieur: Revue de la littérature issue d’une recherche documentaire systémique de 2008 à 2021. Revue Internationale Des Technologies En Pédagogie Universitaire, 21(3), 3. https://doi.org/10.18162/ritpu-2024-v21n3-03
Gérin-Lajoie, S., Roy, N., Diéne Faye, I. W., & Beauparlant, R. (2025). – Online version). Comodal Teaching in Higher Education: Literature Review Based on a Systemic Literature Search from 2008 to 2021. International Journal of Technologies in Higher Education, 21(3). https://doi.org/10.18162/ritpu-2024-v21n3-03
Gillis, A., & Szabo, A. (2025). Why Hyflex Teaching Should Not Become the New Normal in Higher Education. Teaching Sociology, 53(2), 97–109. https://doi.org/10.1177/0092055X241283830
González Ruiz, C. J., & Martín Gómez, S. (2025). HyFlex: La transformación digital y metodológica en el Grado de Ciencias de la Actividad Física y del Deporte. Retos, 65, 271–284. https://doi.org/10.47197/retos.v65.111838
Hachisuka, S., Nakazawa, A., Itsubo, H., Iwazawa, N., Fujimoto, T., & Yamauchi, Y. (2025). WIP: Examining the Relationship Between Student’s Emotional Engagement and Objective Emotion Metrics in Synchronous Hybrid Learning Environments. 2025 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE63693.2025.11328558
Duterte, J. P. (2025). BEST PRACTICES IN TEACHING ACADEMIC RESEARCH THROUGH HYFLEX MODELS: INSIGHTS FROM ASIAN HIGHER EDUCATION INSTITUTIONS. EPRA International Journal of Economics, Business and Management Studies, 126–132. https://doi.org/10.36713/epra19735
Karlsson, R., & Jervik Steen, L. (2025). Teaching Note—Critical Perspectives on HyFlex Teaching. Journal of Social Work Education, 61(4), 621–628. https://doi.org/10.1080/10437797.2025.2530015
Koehler, A. A., Mohandas, L., Mentzer, N., & Mammadova, E. (2025). Teaching across modalities: Examining instructor presence in HyFlex environments. Journal of Research on Technology in Education, 0(0), 1–21. https://doi.org/10.1080/15391523.2025.2586528
Kongpha, R., Hinon, K., & Wannapiroon, P. (2025). HyFlex Learning Ecosystem with Social Emotional Learning. International Education Studies, 18(1), 67. https://doi.org/10.5539/ies.v18n1p67
Mahrishi, M., Abbas, A., Siddiqui, M. K., & Aladhadh, S. (2025). 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
McCray, P. D., & St. Clair, N. S. (2025). Overview of Preliminary Study Findings: Evaluating the Efficacy of the Comprehensive Institutional Model in a Post-COVID-19 HyFlex Higher Education Setting. International Journal of Advanced Corporate Learning (iJAC), 18(2), 51–59. https://doi.org/10.3991/ijac.v18i2.52573
Mentzer, N., Mammadova, E., Koehler, A., Mohandas, L., & Farrington, S. (2025). 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. Educational Technology Research and Development, 73(1), 91–114. https://doi.org/10.1007/s11423-024-10417-2
Mohammed DJELTI. (2025). Information and Communication Technologies in Benefit of Educational Innovations. Revue des Sciences Humaines, 36(3), 133–141. (Algérie).
Morris, A. A. (2025). Factors that Impact the Implementation of HyFlex Learning Environments of Higher Education Institutions Within a Caribbean Context. University of Georgia ProQuest Dissertations & Theses. https://www.proquest.com/docview/3253594632
Morrison, L., Mann, A., Kay, R., Tepylo, D., & Brodie, I. (2024). NAVIGATING THE HYFLEX HORIZON: UNCOVERING SUCCESSES AND HURDLES IN HYFLEX UNDERGRADUATE EDUCATION. 9329–9329. https://doi.org/10.21125/edulearn.2024.2248
Nordmann, E., Hronska, B., & MacKay, J. R. D. (2025). How do higher education staff understand the terms hybrid, hyflex and blended learning? Choice, modality and uncertainty. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3353
Hossain, M.M., Arifin, S., & Khan, H.R. (2026). Integrating HyFlex Approach in the Tertiary Level Language Classrooms: Are Academic Stakeholders’ at Private Universities in Bangladesh Prepared? (n.d.). Retrieved July 23, 2026, from https://www.researchgate.net/publication/399426625_Integrating_HyFlex_Approach_in_the_Tertiary_Level_Language_Classrooms_Are_Academic_Stakeholders’_at_Private_Universities_in_Bangladesh_Prepared
Queroda, K. V. (2025). HyFlex Teaching and Technological Competence: Advancing Inclusive and Flexible Education through TPACK and UDL Frameworks. Salud, Ciencia y Tecnología, 5, 2433. https://doi.org/10.56294/saludcyt20252433
Rabiet, C. (n.d.). La médiation au service de l’apprentissage collaboratif de la littérature de l’exil: Analyse de Je viens d’Alep. Itinéraire d’un réfugié ordinaire, de Joude Jassouma. Paradigm. https://doi.org/10.2478/tran-2025-0009
Ramos, A., Lee, H., & Mabuan, R. A. (2025). Exploring the Relationship Among Preservice Teachers’ E-Learning Readiness, Learning Engagement, and Learning Performance in HyFlex Learning Environments. The International Review of Research in Open and Distributed Learning, 26(2), 89–110. https://doi.org/10.19173/irrodl.v26i2.8165
Razali, N. A. M., & Tasir, Z. (2025). Students’ Learning Experiences in a Hyflex Learning Environment. International Journal of Instruction, 18(3), 457–484. https://doi.org/10.29333/iji.2025.18324a
Romero-Hall, E., Allen, E., Duan, Y., & Morris, A. A. (2025). A decade of HyFlex learning: A systematic review in undergraduate education. Educational Technology Research and Development, 1–22. https://doi.org/10.1007/s11423-025-10544-4
Setiono, P., Setyosari, P., Praherdhiono, H., Harsiati, T., & Amaliyah, Y. (2025). An Analysis on Student Needs and Preferences for HyFlex Learning Development in Indonesian Higher Education. IJOEM: Indonesian Journal of Elearning and Multimedia, 4(3), 237–247. https://doi.org/10.58723/ijoem.v4i3.436
Tariq, A. N., & Gill, V. (2025). HyFlex: Opportunities and Challenges in Higher Education. Research Square. https://doi.org/10.21203/rs.3.rs-8188562/v1
Wang, M., Li, Y., Zhan, W., & Song, W. (n.d.). Enhancing Team Performance in Hybrid-Flexible Course Learning: The Role of Team Communication and Atmosphere | The International Review of Research in Open and Distributed Learning. Retrieved December 10, 2025, from https://www.irrodl.org/index.php/irrodl/article/view/8407
Xiao, J., Yang, Y., & Li, M. (n.d.). Empirical Study on the Feasibility of Hybrid-Flexible Training Model for Developing Teachers’ Artificial Intelligence Competence. https://doi.org/10.1007/s10639-025-13460-5
2023-2024
Abdullah, Z., Xu, J., & 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), 1–23. https://doi.org/10.4018/IJOPCD.362000
Adeel, Z., Mladjenovic, S. M., Smith, S. J., Sahi, P., Dhand, A., Williams-Habibi, S., Brown, K., & Moisse, K. (2023). Student Engagement Tracks with Success In-person and Online in a Hybrid-Flexible Course. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). https://doi.org/10.5206/cjsotlrcacea.2023.2.14482
Adi Badiozaman, I. F., Ling, V. M., & Ng, A. (2024). University Students’ Experiences and Reflection on Their Transition to HyFlex Learning During Post-COVID Times. Journal of Educational Technology Systems, 52(4), 448–470. https://doi.org/10.1177/00472395231226407
Al Naimiy, H. M. K., Bettayeb, M., Elmehdi, H. M., & Shehadi, I. (2023). Effectiveness of HyFlex Simulation-Based Clinical Learning in Comparison to Traditional Learning in Undergraduate Clinical Education. In Future Trends in Education Post COVID-19. Springer.
Amirova, A., Zhumabayeva, A., Zhunusbekova, A., Kalbergenova, S., Nygymanova, N., & Arenova, A. (2023). Effect of Using Hyflex Technology Learning on Preservice Teachers’ Success and Attitudes. International Journal of Education in Mathematics, Science and Technology, 11(3), 623–642.
Amiruddin, A., Sunardi, S., & Setialaksana, W. (2024). Students’ technological skills and attitudes toward HyFlex learning: The mediating role of online self-regulated learning, blended learning perception, and preferred learning modes. Frontiers in Education, 8, 1258298. https://doi.org/10.3389/feduc.2023.1258298
Area Moreira, M., Bethencourt-Aguilar, A., & Martín-Gómez, S. (2022). HyFlex: Enseñar y aprender de modo híbrido y flexible en la educación superior. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 141–161. https://doi.org/10.5944/ried.26.1.34023
Athens, W. (2023). Self-regulation, motivation, and outcomes in HyFlex classrooms. Educational Technology Research and Development, 71(4), 1765–1783. https://doi.org/10.1007/s11423-023-10243-y
Atkinson, S. P. (2023). Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning. Journal of Open, Flexible, and Distance Learning, 26(2). https://www.jofdl.nz/index.php/JOFDL/article/view/521/357
Baker, S., Gunn Watkinson, M., 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
Barr, T., & Luo, T. (2024). HyFlex Course Design in Community Colleges: Instructors’ Challenges, Strategies, and Supports. Community College Journal of Research and Practice, 1–19. https://doi.org/10.1080/10668926.2024.2415709
Bockorny, K. M., Giannavola, T. M., Mathew, S., & Walters, H. D. (2024). Effective engagement strategies in HyFlex modality based on intrinsic motivation in students. Active Learning in Higher Education, 25(3), 455–472. https://doi.org/10.1177/14697874231161364
Boehm, M., & Boerboom, S. (2023). Faculty Experiences of HyFlex: An Exploratory Study. Educational Research: Theory and Practice, 34(2), 43–47.
Bohorquez, E., Khan, S., Lina Battestilli, & Fogleman, April. (2023). Measuring Student Engagement in a HyFlex Environment. IMPact Journal of Higher Education Research University of Nebraska-Lincoln, 6(3). https://ces.blogs.lincoln.ac.uk/files/2023/08/V63-4.-Measuring-Student-Engagement-in-a-HyFlex-Environment.pdf
Bozan, K., Gaskin, J., & Stoner, C. (2024). Student Engagement in the HyFlex and Online Classrooms: Lessons from the COVID-19 Pandemic. Technology, Knowledge and Learning, 29(1), 509–536. https://doi.org/10.1007/s10758-023-09661-x
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
Caldas Jayo, R., Neri Ayala, A. C., Muñoz Vilela, A. J., Susanibar Ramirez, E. T., & La Cruz Orbe, S. (2023). Analysis of the implementation of the HyFlex model. Salud, Ciencia y Tecnología, 3, 367. https://doi.org/10.56294/saludcyt2023367
Castillo, D. (2023). Contextualizing The Higher Education In A PostPandemic Era: A Trisectoral Perception. Journal for Educators, Teachers and Trainers, 14, 185–197. https://jett.labosfor.com/index.php/jett/article/view/1642
Cheng, K. Y. (2023). HyFlex Challenges and Strategies for Matured Learners: Construction Engineering Higher Education in New Zealand During the Pandemic. The Journal of Educators Online, 20(2). https://doi.org/10.9743/JEO.2023.20.2.3
Chiang, K. P. (2023). Comparing Student Learning and Course Evaluation in Face-to-Face, Online and HyFlex Teaching Modalities Before and During the COVID-19 Pandemic. International Journal of Social Media and Interactive Learning Environments, 1(1), 1. https://doi.org/10.1504/IJSMILE.2023.10053580
Clifft, S., & Assiouras, I. (2023). The transformation of post pandemic hybrid teaching and learning through experiences of remote digital learning in French business schools. Innovations in Education and Teaching International, 60(6), 810–823. https://doi.org/10.1080/14703297.2022.2132982
Compton, M., Standen, A., & Watson, B. (2023). ‘Not as a temporary fluke but as standard’: Realising the affordances of hybrid and online teaching for inclusive and sustainable education. Journal of Learning Development in Higher Education, (26). https://doi.org/10.47408/jldhe.vi26.948
Conde, J. L., Meneses, J. H., Mercine, J. H., Ayo, J. P. D., & Dio, R. V. (2024). Towards the Preparation of Modified HyFlex Learning Scheme: The Case of University Agriculture Courses in the Philippines. International Journal of Instruction, 17(2), 651–666. https://doi.org/10.29333/iji.2024.17236a
Cumming, T. M., Gilanyi, L., & Han, C. (2024). Hyflex delivery mode in a postgraduate course: Instructor and student perspectives. Discover Education, 3(1), 24. https://doi.org/10.1007/s44217-024-00110-0
Detyna, M., & Koch, M. (2023). An Overview of Student Perceptions of Hybrid Flexible Learning at a London HEI. Journal of Interactive Media in Education, 2023(1), 4. https://doi.org/10.5334/jime.784
Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E. J., & Dyer, K. (2023). Hybrid flexible (HyFlex) teaching and learning: Climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. Learning Environments Research, 26(1), 145–159. https://doi.org/10.1007/s10984-022-09408-y
Diala, L. U., Zhao, L., Parra, F., & Davis, L. (2023). Does the HyFlex Learning Environment Affect Student Likelihood to Whistle-Blow on Academic Dishonesty? Journal of Leadership, Accountability and Ethics, 20(4), 159–174.
Douglas, H., Achilleos, J., Washbrook, Y., & Robbins, M. (2024). Pracademia—Role Modelling HyFlex Digital Pedagogies in Youth Work Education. Journal of Applied Youth Studies, 7(2), 211–229. https://doi.org/10.1007/s43151-024-00128-z
Eduljee, N. B., Murphy, L., Emigh-Guy, M., & Croteau, K. (2024). Student Perceptions about HyFlex/Hybrid Delivery of Courses during the COVID-19 Pandemic. College Teaching, 72(4), 346–357. https://doi.org/10.1080/87567555.2023.2208815
El Ganbour, R., Dihi, M., & Bouali, A. (2024). Adopting HyFlex in Higher Education in Response to COVID-19: Students’ Perceptions and Perspectives. Distances et Médiations Des Savoirs, 47. https://doi.org/10.4000/12jk2
Eshet, Y., Dickman, N., & Ben Zion, Y. (2023). Academic integrity in the HyFlex learning environment. Heliyon, 9(2), e13301. https://doi.org/10.1016/j.heliyon.2023.e13301
Farrag, S. G., Abushammala, M. F., & Kuckian, S. (2023). Transitioning from Pandemic to Endemic Pedagogy: Redesigning Teaching and Learning. SHS Web of Conferences, 156, 05003. https://doi.org/10.1051/shsconf/202315605003
Filiz, O., Kaya, M. H., & Adiguzel, T. (2024). HyFlex teaching experience and reflections in K-12. Online Journal of Communication and Media Technologies, 14(1), e202402. https://doi.org/10.30935/ojcmt/13858
Finkel-Gates, A. (2025). Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the post-pandemic era. Open Scholarship of Teaching and Learning, 4(1). https://doi.org/10.56230/osotl.113
Henley, M. D. (2023). Comparison of Community of Inquiry Presences and Student Performance Between Students Who Take HyFlex Class Versus Asynchronous Online Class.
Ho, C.-M., Yeh, C.-C., Wang, J.-Y., Hu, R.-H., & Lee, P.-H. (2023). Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education. Medical Education Online, 28(1), 2186207. https://doi.org/10.1080/10872981.2023.2186207
Howell, E., Linder, S., Ryan, J., & Bridges, W. C. (2025). Examining higher education through HyFlex. Open Learning: The Journal of Open, Distance and e-Learning, 40(3), 252–267. https://doi.org/10.1080/02680513.2024.2354245
Intasena, A., & Worapun, W. (2024). Exploring the Efficacy of HyFlex Learning for Enhancing Reading Comprehension Skills of Secondary School Students: A Research and Development Study. International Journal of Learning, Teaching and Educational Research, 23(1), 24–38. https://doi.org/10.26803/ijlter.23.1.2
Kerensky, K. (2023). Defining “Distance Education” in Policy: Differences among Federal, State, and Accreditation Agencies. ). WICHE Cooperative for Educational Technologies (WCET.
Keshavarz, M. (2023). Book review – Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes. Quarterly Review of Distance Education, 24(1), 83–86.
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